Edited Btvted3a g3 Remedy 4

BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL - VOCATIONAL TEACHER EDUCATION
PROS AND CONS: ADVANTAGES AND DISADVANTAGES OF BLENDED
LEARNING IN THE TEACHING OF FOOD AND SERVICE MANAGEMENT
COURSES OF BACHELOR OF TECHNICAL VOCATIONAL
TEACHER EDUCATION(BTVTED) STUDENTS:
AN EVALUATION
by:
TRIA, MARK CJ C.
REMEDIO, ANGELA B. (L)
ATIENZA, JANELLE MARIANNE S.
EVANGELISTA, ARJAY R.
,
DECEMBER, 2023
Bulihan, City of Malolos, Bulacan i

PROS AND CONS: ADVANTAGES AND DISADVANTAGES OF BLENDED
LEARNING IN THE TEACHING OF FOOD AND SERVICE MANAGEMENT
COURSES OF BACHELOR OF TECHNICAL VOCATIONAL
TEACHER EDUCATION(BTVTED) STUDENTS:
AN EVALUATION
In Partial Fulfillment of the Requirements for the Degree,
Bachelor of Technical Vocational Teacher Education
Major in Food Service Management
by:
TRIA, MARK CJ C.
REMEDIO, ANGELA B. (L)
ATIENZA, JANELLE MARIANNE S.
EVANGELISTA, ARJAY R.
DECEMBER, 2023
Bulihan, City of Malolos, Bulacan ii

APPROVAL SHEET
December 2023
This thesis entitled “PROS AND CONS: ADVANTAGES AND
DISADVANTAGES OF BLENDED LEARNING IN THE TEACHING OF FOOD
AND SERVICE MANAGEMENT COURSES OF BACHELOR OF TECHNICAL
VOCATIONA TEACHER EDUCATION(BTVTED) STUDENTS” is prepared and
submitted by the following proponents: JANELLE MARIANNE S. ATIENZA, ANGELA
B. REMEDIO, MARK CJ C. TRIA, ARJAY R. EVANGELISTA., in partial fulfillment
of the Course requirement for the degree, Bachelor of Technical Vocational Teacher
Education, has been examined and recommended for acceptance and approval for Oral
Examination.
ERLINDA P. VILLAMORAN Ph. D., SCIENCE ED. (PHYSICS)

ADVISER
_____________________________________________________________
PANEL OF EXAMINERS
Bulihan, City of Malolos, Bulacan iii

TABLE OF CONTENTS
PAGE
TITLE PAGE -------------------------------------------------------------------------i
APPROVAL SHEET----------------------------------------------------------------ii
ACKNOWLEDGEMENT ----------------------------------------------------------v
DEDICATION -----------------------------------------------------------------------vi
ABSTRACT --------------------------------------------------------------------------vii
CHAPTER I THE PROBLEM AND ITS BACKGROUND
Introduction------------------------------------------------------------------1
Statement of the Problem--------------------------------------------------6
Significance of the Study--------------------------------------------------7
Scope and Delimitation of the Study-------------------------------------8
CHAPTER II THEORETICAL FRAMEWORK
Relevant Theories----------------------------------------------------------9
Related Literature----------------------------------------------------------10
Related Studies -------------------------------------------------------------12
Conceptual Framework ---------------------------------------------------17
Hypotheses of the Study --------------------------------------------------18
Definition of Terms --------------------------------------------------------18
CHAPTER III RESEARCH METHODOLOGY
Methods and Techniques of the Study----------------------------------21
Population and Sample of the Study------------------------------------22

Bulihan, City of Malolos, Bulacan iv

Instruments of the Study ---------------------------------------------------23
Data Gathering Procedure -------------------------------------------------23
Statistical Tools ------------------------------------------------------------- 25
CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION
Frequency Distribution and Descriptive Measures of the Blended
Learning Effectiveness ----------------------------------------------------28
Frequency Distribution and Descriptive Measures of the Competency
Level -------------------------------------------------------------------------31
Test for the Significance of the Correlation Coefficient --------------37
CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
Summary of Findings--------------------------------------------------------40
Conclusions--------------------------------------------------------------------42
Recommendations------------------------------------------------------------42
REFERENCES-----------------------------------------------------------------------45
LIST OF TABLES-------------------------------------------------------------------48
LIST OF APPENDICES------------------------------------------------------------49
Bulihan, City of Malolos, Bulacan v

ACKNOWLEDGEMENT
Foremost, we would like to thank our Almighty God for his blessings that he gave
throughout our research work.
Firstly, we want to express our sincere gratitude to our Research Professor, Dr.
Erlinda P. Villamoran of Bulacan Polytechnic College (BPC). She is one of a kind professor
when it comes to research checking. She is very hands- on in giving us guidance and
corrections immediately through online and via email. She is always reminding us that we
future educators have the courage to do all the tasks with all our hearts, her patience,
enthusiasm, and immense knowledge helps us to survive every part of our research. Being
part of her class makes us feel that we are reliable and trusted. All her saying has a big impact
that we will keep it in the future. We are genuinely thankful as we learn of every part of
discussion.
Secondly, we also like to thank the 4th year students who were chosen as respondents despite
their busy schedules, they are still willing to help to be one of our respondents. We are
grateful to them and they made time for us to participate in our research. And we are also
thankful to the teachers that are willingly to help to make time for us during pre-interview.
Finally, we want to express our gratitude to our parents, relatives, friends, and
classmates. This thesis would not have been possible without the assistance of all the people
involved, we are sincerely thankful for your cooperation and participation in our research.
Bulihan, City of Malolos, Bulacan vi

DEDICATION
This research paper is undergoing some challenges and sacrifices. We are dedicated to
the parents, friends, classmates and also to the adviser of researchers who give them
utmost support and never- ending inspiration throughout the study.
To the Almighty God, who always gives immense knowledge to us to do this research
without getting hurt by anyone.
For Dr. Erlinda P. Villamoran, this is an eminent opportunity for us to be guided by
professionalism and expertise to push us to do something.
The researcher also dedicated this to the future students who always motivate and
cheering up to make this research possible despite the challenges that they overcome.
Bulihan, City of Malolos, Bulacan vii

ABSTRACT
This paper evaluated the advantages and disadvantages of blended learning in the
teaching of Food and Service Management of Bachelor of Technical Vocational Teacher
Education which is the higher education, resulting in a shift in pedagogical techniques from
one-way instruction to a student-centered interactive approach supported by technological
modalities. It has already been shown that the benefits of blended learning are numerous.
Blended Learning is a powerful fusion of several delivery and instructional modalities and
learning methods that are used in a meaningfully interactive learning environment. The
variables of this research study are the blended learning to evaluate the advantages and
disadvantages of the students. This study used a mixed method as the researchers used an
interview and Liker scale and used total population sampling which is a type of simple
random sampling. The target population of this study is BTVTED third-year students and
faculty members. In total, there were one hundred respondents comprising one hundred
fourth-year food service management majors and six faculty members who taught the major
subjects. The result of this study showed that blended learning evaluation has significant
advantages and disadvantages to the students and future researcher. This showed that the
students are capable of adapting to blended learning despite the changes and challenges. The
students' determining the preparations and steps to cope up with the tentative learning to find
out the techniques and strategies of the students and how they deal with the blended learning
education.
Bulihan, City of Malolos, Bulacan viii

Keywords. Blended Learning, Advantages, Disadvantages, Teaching

Bulihan, City of Malolos, Bulacan 0

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
On September 21, 2020, the blended learning implemented the
combination of online and face to face classes. Since the pandemic has spread, the
world has altered and our educational system has been affected. It is the end of the
first semester at BPC. The higher education, resulting in a shift in pedagogical
techniques from one-way instruction to a student-centered interactive approach
supported by technological modalities. It has already been shown that the benefits of
blended learning are numerous. In the case of technical courses, online interactions
improve students' practical abilities (Wilson and Greig, 2017) and develop a favorable
attitude toward the usage of interaction (Aristovnik et al., 2016) and pleasure with
interactive learning (Lee et al., 2017).
In 2023, the blended learning implemented the combination of online and face to
face classes. CHED has announced the complete implementation of face-to-face classes
starting the second semester of AY 2022-2023. In addition, the new mandate prohibits
complete distance education and allows hybrid learning. According to a recent directive from
the CHED (Commission on Higher Education), Philippine colleges and universities won’t be
able to implement complete distance learning beyond the second semester of the Academic
Year 2022-2023. HEIs (Higher education institutions) are only permitted to provide their
degree programs through fully in-person classes or hybrid learning, according to CHED
Memorandum Order No. 16, dated November 11, signed by Prospero de Vera III, the chair of

CHED. The CHED order states that colleges and universities cannot offer their degree
programs in full distance learning, including online modality.
According to CHED, for higher education institutions, avoiding and limiting
the risks of infection of the academic community has become a primordial concern.
The herculean challenge then was how to continue teaching and learning beyond the
usual face-to-face instruction. Thus, it has become an urgent need to explore other
innovative learning modalities that will facilitate migration from traditional to blended
learning. As learners are differently situated in terms of time, pace, and place, these
options allow customization of delivery modes responsive to students need for access
to quality education (Ched Mo, 2020).
This pedagogical strategy is referred to as a 'hybrid' educational innovation
since it combines past and future teaching and learning (Margolis, 2018). The use of
technology in this context is critical to facilitate virtual student connection with their
peer groups for sharing ideas and cooperating knowledge production, which is limited
in face-to-face classes (Vygotsky, 1980). Face-to-face teaching is prevalent in many
educational settings in Asian countries, including Bangladesh, and is primarily
teacher-centered, with teachers delivering lecturers and students expected to listen to
what the teachers deliver, with limited scope for seeking clarification (Islam and Vale,
2012). Students primarily memorize what they learn in lectures. Until recently, such
instructional traditions in Bangladesh and elsewhere had been declining due to the use
of new technologies.
The biggest issue facing students and teachers are technology is expensive,
loss of connection, house chores responsibilities, finances and loss of motivation


adapting to blended learning, particularly in face-to-face classes and virtual classes at
the same time as for before pandemic, the students particularly based into traditional
education. Depending on school budgets, some conventional classrooms have even
more than one computer. All teachers and students participating in blended learning
typically need to have access to a laptop, tablet, or computer. And, also the cost of
supplying sufficient technology to enable blended learning in schools was brought up.
In other words, a blended learning paradigm can be swiftly derailed by teachers and
students receiving insufficient preparation.
Generally speaking, blended learning blends the greatest aspects of online
educational content delivery with live instruction and classroom interaction that
personalize learning, enable deliberate reflection, and a diversified group of students
that need individualized education (Watson).Several studies have indicated that when
compared to traditional face-to-face classes, blended learning has a considerable
impact on students' learning and academic performance in various courses (Sajid et
al., 2016; Shu and Gu, 2018; Vo et al., 2017). To ensure a successful blended learning
environment, appropriate infrastructure, appropriate pedagogy, student collaboration,
faculty commitments, and customization of technical elements based on student
maturity level are required (Boelens et al., 2018; Porter and Graham, 2016). Despite
all of the benefits of blended learning, Bangladeshi colleges have been hesitant to
integrate an online component with face-to-face teaching and learning.
The research study main focus is to evaluate the advantages and disadvantages
of blended learning in teaching under Food and Service Management in Bachelor of
Technical Vocational Teacher at Bulacan Polytechnic College to determine the


preparations and steps of the students to cope up with the blended learning. One of the
goals of this research is to find out the advantages and disadvantages of the blended
learning education and how the students deal with it.
This research study will help the stakeholders to improve student’s knowledge
and learning strategies towards blended learning about the advantages in terms of
flexibility, teaching approach, and students’ performance and disadvantages in terms
of finances, loss of motivation, lack of resources, health related problems, and
technical issues to further understand the advantages and disadvantages of blended
learning in teaching under of Food and Service Management.
Blended learning. Is one such educational mode that combines online
learning materials and interactions with traditional in-class teaching (Osguthorpe &
Graham, 2003). This type of learning process can extend in-class learning to online
activities, providing learners with more opportunities for accessing supplementary
materials, practicing, and interacting with peers and teachers (Sáiz-Manzanares et al.,
2020).
Online class. An online class is a course conducted over the Internet. They are
generally conducted through a learning management system, in which students can
view their course syllabus and academic progress, as well as communicate with
fellow students and their course instructor (glossary).
Face to face class. Students meet with the instructor at regularly scheduled
times (synchronous learning), primarily in a classroom.
Teaching. Teaching is the process of attending to people’s needs, experiences
and feelings, and intervening so that they learn particular things, and go beyond the

given. Interventions commonly take the form of questioning, listening, giving
information, explaining some phenomenon, demonstrating a skill or process, testing
understanding and capacity, and facilitating learning activities (such as note taking,
discussion, assignment writing, simulations and practice).
Statement of the Problem
The general problem of the study is: How may the advantages and
disadvantages of blended learning in the teaching of FSM be evaluated to serve as
input to the stakeholders of the BTVTED program?
Specifically, this study will seek answers to the following questions:
1. How may the blended learning characteristics be described in terms of
interaction between the online and face to face classes (in- person)?
2. How may the advantages of blended learning be described in terms of:
2.1 flexibility;
2.2 teaching approach; and
2.3 students’ performance?
3. How may the disadvantages of the blended learning be described in terms
of:
3.1 lack of face-to-face interaction;
3.2 technical support; and
3.3 loss of motivation?
4. How may the disadvantages of the blended learning be addressed by the
respondents?

5. What may be recommended based on the identified advantages of blended
learning and the strategies applied to address the disadvantages?
Significance of the Study
The study is deemed significant to the following:
Students: This study would help the students who is going or currently taking
Food and Service Management major under BTVTED course to have knowledge
and to adapt to the current educational system which is Blended Learning.
Teachers: This research would benefit all the teaching force, especially Technical-
Vocational teachers to know what strategies they need to do to provide for the
learning gaps of the students in current educational system.
Future researcher: This research would benefit the school and future researcher
for the reason of the learning gaps experiencing of the students because of the
tentative learning education in the current educational system.
Administrators: This study is helpful as the basis for implementing change or
improvement in the disadvantages of blended learning in teaching under FSM to
the students' knowledge and skills and serve the client in its most possible way.
Scope and the Limitations of the Study
This study focuses on discovering the advantages and disadvantages of the


blended learning to the students under Food and Service management students. It is
also aimed at determining the preparations and steps of the students to cope up with
the tentative learning. One of the goals of this research is to find out the techniques
and strategies of the students how they deal with the Blended learning education. This
research will be conducted at Bulacan Polytechnic College under the Bachelor of
Technical Vocational Teacher Education (BTVTED) Course. The respondents are
under in Food and Service management students specifically 4th year college.
CHAPTER II

THEORETICAL FRAMEWORK
This chapter presents the relevant theories, related literature, related studies,
conceptual framework, assumptions, and definition of terms of the study.
Relevant Theories
The following are the theories reviewed relevant of the study.
Learning theory developed by E Harsma (2021), called behaviorism places a
strong emphasis on only objectively observable behaviors. It minimizes any
autonomous mental activity. According to behaviorism, learning is just the process of
picking up new behaviors in response to one's surroundings. B.F. "The philosophy of
a science of behavior treated as a subject matter in its own right apart from internal
explanations, mental or physiological," is how Skinner, who is regarded as the father
of radical behaviorism put it (1989, p. 122). The fundamental ideas of Skinner's
Radical Behaviorism are listed here (taken from Moore, 2011): Behaviorism is a
learning theory that emphasizes only actions that can be seen objectively. It reduces
the amount of independent thought. The learning theory is connected to behaviorism
due to the students to explain how to acquire and retain knowledge it focuses on
observable and measurable of behaviors to further understand the new information.
The Complex Adaptive Blended Learning System (CABLS) framework is
designed to “facilitate a deeper, more accurate understanding of the dynamic and
adaptive nature of blended learning” (Wang et al., 2015, p. 390). 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. It
consists of six interacting elements: learner, teacher, technology, content, learning


support, and institution that are working together to act as one. Their model is very
dynamic and interactive but each act in relationship to all the others. As in any
complex system, the relationships are dynamic and integrative. This adaptive system
of blended learning emerges from the relationships and the effects of each element
acting with and on the other elements.
Connectivism theory According to Siemens and Downes (2005) as cited in
Goldie (2016) a relatively students should integrate ideas, theories, and general
knowledge in an effective way. It acknowledges that technology plays a significant
role in education and that staying connected all the time allows us to make decisions
about how we learn. Additionally, it encourages group debate and participation,
allowing for a variety of opinions and points of view when it comes to making
decisions, solving problems, and interpreting data. Connectivism learning is
connecting, building, and expanding the information on their individual knowledge
and experiences. Connectivism was first introduced in 2005 by two theorists, George
Siemens and Stephen Downes.
Cognitivism theory. According to Saettler (2004) as cited in Dorothy kropf
(2014). The information technology-related communication theory was supported by
a number of academics from the 20th century. Among the many academics and
theorists on this extensive list are Hovland, Schramm, and Gallup. While Schramm
developed mass communications education, Hovland pioneered the study of
communication and its psychological influence, which led to the art of persuasion.
Finally, but just as importantly, George Gallup popularized “public polling”. While
mass media communications were first disseminated in the 20 th century through


newspapers, radio, and television, the Internet served as the conduit for 21 st-century
communications behaviorism theory. The learner processes the received information
seeking ways that occur to create a meaningful knowledge.
Related Literature
The following readings from various research literature were used as the bases
of this study.
Osguthorpe & Graham (2003) defined blended learning is one such
educational mode that combines online learning materials and interactions with
traditional in-class teaching. This type of learning process can extend in-class learning
to online activities, providing learners with more opportunities for accessing
supplementary materials, practicing, and interacting with peers and teachers (Sáiz-
Manzanares et al., 2020).
In today's teaching and learning, effective communication among students,
peer groups, and teachers has been prioritized. In the context of Bangladesh, many
students have begun to build a Facebook page for communication between fellow
students and teachers in order to communicate course-related information. However,
in many courses, student participation with relation to material or prescribed activities
is still quite low (Sarker et al., 2019).
According to Anthony et al. (2019), Blended Learning helps academic staff
members create courses that use a variety of teaching and learning strategies. This can
be quite difficult because lecturers must abandon their established pedagogy and
consider the vast array of available learning and teaching possibilities (Bokolo Jr et al.
2020). However, it enables innovative didactic instruction to take place both within

the course curriculum and throughout the entire institution (Graham et al., 2013;
Monk et al., 2020).
Despite the benefits mentioned above, the Blended Learning method has
some drawbacks related to time management, problems using technology for new
lecturers, poor integration, teacher skepticism, increased course workload, and
decreased academic productivity (Carbonell et al., 2013).
According to a study by Michalková and Povinsk, Matej Bel University,
blended learning was among the best methods of instruction throughout the epidemic
[7]. The results of a study carried out in Albania by Hysaj inspire researchers to
undertake additional studies on the use of various technology tools to increase young
learners' active involvement in online learning [8]. Online learning resources offered a
conducive environment for autonomous learning. In addition, the proposed teaching
approach would improve students' information retention compared to conventional
classroom instruction. In addition to the proper online settings, interactions between
students and teachers are crucial in all e-learning, hybrid learning, and blended
learning methodologies. According to Nortvig et al., carefully planned interactions
between campus-related and practice-related activities, as well as between online and
offline activities, are essential for effective learning.
Technology plays a critical role in facilitating student contact with peer
groups virtually for the purpose of sharing ideas and jointly creating knowledge,
which is rather constrained in face-to-face classes (Vygotsky, 1980).
Online class. An online class is a course conducted over the Internet. They
are generally conducted through a learning management system, in which students


can view their course syllabus and academic progress, as well as communicate with
Face-to-face teaching is prevalent in many educational settings in Asian
countries, including Bangladesh, and is primarily teacher-centered, with teachers
delivering lecturers and students expected to listen to what the teachers deliver, with
limited scope for seeking clarification (Islam and Vale, 2012). Students primarily
memorize what they learn in lectures. Until recently, such instructional methods in
Bangladesh and elsewhere had been declining as a result of the widespread adoption
of communication technology.
Related Studies
This section presents the following research done by experts locally and
internationally. In relation to the effectiveness of face-to-face learning modality, and
competency level.
The research paper by Journal of Physics: Conference Series 1940 (1),
012122, 2021 titled “Blended learning best practices to answer 21st century
demands” Determine and investigate the different 21st century abilities that point to
the requirements that an individual needs to meet. This still aligns with the four
dimensions of life that are learning how to do, knowing how to know, being, and
coexisting. These diverse skills, which include metacognition, critical thinking,
problem solving, communication, teamwork, information literacy, and many more,
are formed through education. This study is descriptive in nature and includes an SLR
(Systematic Literature Review). In order to achieve meaningful learning ideas that are
anticipated to yield competent, high-quality output, this research focuses on


developing learning activities that support metacognition, contextualize learning, and
foster student-centered learning.
The learning process may be applied in several ways, one of which is via
fostering innovation and creativity through blended learning. The findings
demonstrate that, when compared to online and in-person learning, blended learning
yields higher learning outcomes. This is because blended learning is a paradigm that,
via the creation of diverse learning materials, combines the benefits of in-person and
online learning. The drawbacks of both in-person and virtual learning can be
addressed with blended learning, which offers students an effective, efficient, and
enjoyable learning experience. The primary draw of learning in the twenty-first
century is the ability for teacher-student and student-teacher contact and
communication to persist in blended learning.
The research paper by Journal of University Teaching & Learning Practice
18 (3), 07, 2021. Titled “Students’ practices of 21st century skills between
conventional learning and blended learning”. Although the use of blended learning
in higher education has grown over time, the goal is still to provide students unique
21st century abilities. Additionally, the current study examines how the learning
process varies from semester to semester. To that end, a quasi-experimental method
was used in the research design, with no pre-testing, specifically for the traditional
and blended learning classes. Thus, students in blended learning classes demonstrated
significantly more skill practice than their peers in traditional programs when self-
evaluation questionnaires on 21st century skills were distributed. Both hard and soft
skills were evaluated as being part of this learning approach, in addition to an
improved GPA. Therefore, the purpose of this study is to examine how blended

learning affects course application to maximise students' GPA and 21st century
abilities.
This research paper by Oskah Dakhi, Jalius Jama, Dedy International
Journal Of Multi Science 1 (08), 50-65, 2020 titled “Blended learning: a 21st
century learning model at college”. Information and communication technology is
advancing so quickly in the twenty-first century that educators at all levels of
education—including committees that assist them in meeting their objectives—are
being forced to adapt their attitudes and methods. The Blended Learning Model is the
appropriate method for integrating technology and education. This strategy blends
traditional online education with traditional classroom instruction. This model's
strength is its ability to foster greater student involvement at any time and in any
location. The education system has undergone significant changes as a result of the
quickly expanding technological integration, and both instructors and pupils now have
better digital skills. Technology can also affect how people communicate, learn, and
think.
The paper of Hadiyanto Hadiyanto, Urip Sulistiyo, Amirul Mukminin, Eddy
Haryanto, Syaiful Syaiful Journal of Educators Online 19 (3), n3, 2022. titled “The
Effect of Blended Learning on EFL Students' Performance in Research
Methodology and Practice of 21st Century Skills”.
The purpose of this study is to ascertain how blended learning approaches
affect the performance of EFL students in research methodology and the application
of 21st century skills. For the investigation, a quasi-experimental design was adopted.
Two groups of twenty-five students each were included in the sample; one group was
used for blended learning experiments, and the other for traditional learning. The

students' performance in research technique was assessed using a test and a take-home
essay requiring them to write a brief study proposal. Their use of 21st century abilities
was assessed using a self-report questionnaire. The outcomes demonstrated that the
blended learning approach had a major impact on their performance in both domains.
Compared to the control group, the experimental group performed noticeably better in
21st century abilities and research technique. The study's findings elaborate on the
benefits of using blended learning to improve research methodological performance
and the application of contemporary abilities.
The research paper by Aminuddin Hashemi, Kew Si Na Online
Submission 18, 173-179, 2020. titled “The Effects of Using Blended Learning in
Teaching and Learning English: A Review of Literature”. Recently, blended
learning has gained popularity in the field of education, particularly for use by
educators and learners to improve English language proficiency globally. As a result,
the current study contributes to the research on the impacts of blended learning on
English language instruction and acquisition. To determine how blended learning
affects the four integrated English language skills—reading, writing, speaking, and
listening—a variety of relevant literature has been examined Therefore, the results of
the literature study indicate that there are benefits to employing blended learning for
English language instruction and acquisition. It is suggested that employing blended
learning as one of the 21st-century skills needs to be taken into consideration for the
teaching and learning of the English language in the future. Blended learning
favorably influences each integrated skill of the English language.
Conceptual Framework

This section shows the conceptual paradigm of the study:
Input Process Output
 Website
 Gathering  Advantages and
information Disadvantages
 Articles identified and
through internet
surfing by reading suggested solutions.
 Pre interview to the  Proposed
it to sorting all
information. suggestions/recomme
students of Bulacan ndations
 Analyses of
gathered data from to further enhance the
Polytechnic blended learning
interviews and
questionnaires modality in teaching
College
answered by FSM in College.
the students.
Figure 2: The Conceptual Framework of the Study
The input-process-output model was adopted in the development of the study, as
shown in Figure 2.
In Frame 1, the input was the articles, websites, and pre- interview to the
students and teachers that help the researchers to sort and collect the data information.
In Frame 2, the process sorted the details and research gathered from surfing
and organizing all the data information, analyzing the collected data from the
questionnaires and interviews.
While in Frame 3, the output gathered from the data, such as the challenges
faced and coped up by the students, management, and faculty members. The proposed

or recommendations for enhancement the blended learning in teaching under FSM in
College.
Assumption of the Study
The following are the assumptions of the study
The blended learning modality has its advantages and disadvantages.
Definition of Terms
The following terms are defined operationally and conceptually.
Blended learning. Is one such educational mode that combines online
learning materials and interactions with traditional in-class teaching (Osguthorpe &
Graham, 2003). This type of learning process can extend in-class learning to online
activities, providing learners with more opportunities for accessing supplementary
materials, practicing, and interacting with peers and teachers (Sáiz-Manzanares et al.,
2020).
Online class. An online class is a course conducted over the Internet. They are
generally conducted through a learning management system, in which students can
view their course syllabus and academic progress, as well as communicate with
Face to face class. Students meet with the instructor at regularly scheduled
times (synchronous learning), primarily in a classroom.


Flexibility. Allows the student to decipher when and how they will learn by
tailoring their course to their own capabilities. This ultimately leads to them retaining
information and producing better results. They also have the advantage of learning at
their own pace which can help to alleviate a lot of pressure (onlinebusiness.com).
Teaching Approach. The blended learning approach describes the teaching
method that uses technology and digital media to aid traditional instructor-led
classroom activities. This 'blend' mixes both online instructional strategies to meet the
needs and learning styles of individual learners more effectively.
Student Performance. Performance in blended learning can be defined as the
measurable outcomes of a student's achievement in both online and offline learning
environments (Spanjers et al., 2015). Assessment, evaluation, and analysis can be
used to describe performance in blended learning.
Lack of face-to-face interaction. There is a loss of the personal connection
with peers and instructor when taking the class online and the conversations between
peers are less effective when communicating through online.
Technical support. Technology for learning requires new roles for the learner
and teacher and new ways of accessing and working with content. Much research ris
available on technology for learning in many settings with diverse learner groups,
resulting in a large range of outcomes.
Loss of motivation. This lack of motivation stems directly from the many
other challenges that online students face, including: A lack of interaction with peers.
Difficulty learning in a virtual format. Distracting home environments
(cipcourses.com).

CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methods and techniques of the study, population and
sample, instruments of the research, data gathering procedures, and statistical tools
used.
Methods and Techniques of the Study
The research method will use in this study is the Mixed Method. This
mixed method research aims to evaluate the advantages and disadvantages of blended
learning in the teaching of Food and Service Management students under BTVTED
course.
According to Jennifer Byrne, Áine M Humble (2007), a mixed method social
inquirer chooses from a full repertoire of methodological options at any number of
multiple points in an inquiry process–purpose, overall design, methods, sampling,
data recording, analysis, and interpretation. A truly mixed methodology incorporates
multiple approaches in all stages of the study; however, the researcher may choose
certain points of contact as well.
According to Nemoto, T., & Beglar, D. (2014), a Likert scale is a
psychometric scale that has multiple categories from which respondents choose to
indicate their opinions, attitudes, or feelings about a particular issue. In the field of
SLA, Likert-scale questionnaires have most frequently been used in investigations of


individual difference variables, such as motivation, anxiety, and self-confidence.
Some advantages of Likert-scale questionnaires are that (a) data can be gathered
relatively quickly from large numbers of respondents, (b) they can provide highly
reliable person ability estimates, (c) the validity of the interpretations made from the
data they provide can be established through a variety of means, and (d) the data they
provide can be profitably compared, contrasted, and combined with qualitative data-
gathering techniques, such as open-ended questions, participant observation, and
interviews. In this paper, we divide the Likert-scale development process into five
main sections, primarily based on Wilson’s (2005) approach to psychological
measurement. The five sections are (a) understanding the construct, (b) developing
the items, (c) determining the outcome space, (c) specifying the measurement model,
and (e) gathering feedback and piloting the questionnaire. Likert-scale instruments are
most frequently used to measure psychological constructs (see Messick, 1989, for a
detailed discussion of the notion of construct), which is one aspect of a person’s affect
or cognition that can be operationalized and measured. Constructs in the field of SLA
are typically linguistic (e.g., syntactic knowledge), affective (e.g., listening anxiety),
or personality based (e.g., extraversion), and they are conceptualized as extending
from one extreme to another—low to high, small to large, negative to positive, or
weak to strong.
Population and Sample of the Study
The sample will be the total population of Bachelor of Technical– Vocational
Teacher Education enrolled during AY 2022 – 2023 and taking a specialization in
FSM and some teachers who taught major subjects in BTVTED, and the one who
utilized the online platform in delivering classes. Thus, the accessible students as

respondents comprise 147 students’ 3rd year and six (6) faculty members in this
study.
Table I
Sample of the Study
Bachelor of Technical –Vocational Teacher No. of Respondents

Education major in Food Service Management
BTVTED – 3A 30
BTVTED – 3B 36
BTVTED – 3C 29
BTVTED – 3D 33
BTVTED -- 3E 19
Subtotal 147
Respective Faculty members who taught major No. of Respondents

subjects
Housekeeping 1
Basic Baking 1
Food and Beverage Service 1
Food Safety and Sanitation 1
Cookery 1
Front Office 1
Subtotal 6
Total No. of Respondents 153
Instruments of the Study
The study used appropriate instruments that will describe the interaction
between online and face-to-face classes of the student. In line with this, we also used
an instrument that will measure the interaction between online and face-to-face of the

blended learning students on their major subject. To make this possible, the researcher
used, Likert type of questions that will describe and measure the objectives of this
study.
To describe the “Interaction between Online and Face to face (In-Person) Classes” of
blended learning we followed a rating scale based by Huang, Qiang (2016), this
instrument describes the modalities used in the continuity of students’ learning and
teaching process. The respondents will rate “Interaction between Online and Face to
face (In-Person) Classes” from 1-5 Likert scale ranging from: 5=strongly agree
4=agree, 3=moderately agree, 2 =less agree, and 1=disagree.
It contains of eight (8) items:
 Column “A” Online and F2f
Instrument to Describe Advantages and Disadvantages of Blended Learning
To describe the variables of “advantages and disadvantages of blended
learning” based by Jini Zournek, Peter Sudicky (2013), this instrument describes the
advantages and disadvantages in the blended learning. There are six (6) characteristics
used by the institution: Flexibility, Teaching approach, Students’ performance, Lack
of face-to-face interaction, Technical support and Loss of motivation. The
respondents will rate the “advantages and disadvantages of blended learning” from 1-
5 Likert scale ranging from: 5=Strongly agree, 4=agree, 3= neither agree or nor
agree, 2=disagree, and 1= strongly disagree.
It twenty-three (23) items divided into two categories:


 Column “A” Flexibility
 Column “B” Teaching approach
 Column “C” Students’ performance
 Column “D” Lack of face-to-face interaction
 Column “E” Technical support
 Column “F” Loss of motivation
Data Gathering Procedure
At first, the researcher constructs a title validated by the professor. It also
stated the general problem and specific problem to be answered through the results of
the study. Then, the researcher gathered different and appropriate instruments in the
form of a Likert questionnaire and semi-structured interview questions.
To have our questionnaire—which served as the basis for our semi-structured
interview questions—approved, we wrote an email to our professor.
A survey method was conducted by the researchers to gather the necessary
data. The researcher of this study will utilize these platforms to disseminate the
instrument in the following medium quickly; face-to-face interview, messenger,
email, and Google forms. In that way, the researchers of this thesis can gather the
necessary information and data from the chosen respondents. These respondents are
the students of BTVTED in Food Service Management (FSM).
A Likert Scale is a psychometric scale that has multiple categories from which
respondents choose to indicate their opinions, attitudes, or feelings about a particular
issue. In the field of SLA, Likert-scale questionnaires have most frequently been used

in investigations of individual difference variables, such as motivation, anxiety, and
self-confidence. Some advantages of Likert-scale questionnaires are that (a) data can
be gathered relatively quickly from large numbers of respondents, (b) they can
provide highly reliable person ability estimates, (c) the validity of the interpretations
made from the data they provide can be established through a variety of means, and
(d) the data they provide can be profitably compared, contrasted, and combined with
qualitative data-gathering techniques, such as open-ended questions, participant
observation, and interviews (Nemoto, T., & Beglar, D.2014). A semi-structured
interview is a meeting in which the interviewer does not strictly follow a formalized
list of questions (Doyle 2020).
After collecting all the data, the researchers collate, analyze, and interpret the
data results, state the findings, conclusion, and recommendations.
Statistical Tools Used
This study statistically analyzes the data gathered and utilized the research
instruments that we adopted and modified. The instruments used served as guides to
thorough the entire research study. This research study used Independent and
Dependent Variables Descriptive Statistics such as the Mean and Standard
Deviation
Mean. According to Kendra Cherry (2021), the mean is one of the statistical
ways to measure the central tendency of a given number. Mean is also called an
average, wherein the total number of items is divided by the sum. Therefore,
calculating the added score and dividing by the exact number of the items is called
mean or average.

Standard Deviation. According to Bobbitt Z. (2021), the standard deviation
will determine if your datasets are homogenous and heterogeneous. In that way, the
researcher will easily identify if the students have the same level of perception about
your study. If the result of the conducted survey is lower, it simply indicates that the
value of your standard deviation is homogenous in this term. It will determine that
most of your responses have the same level of understanding and perception about
your datasets. Conversely, when the value becomes higher, it will indicate your
datasets are heterogeneous or spread out. In that case, your respondents had a
different perception of your data.
Pearson Correlation Coefficient. According to Fernando J. (2021), the
Pearson correlation coefficient helps the researcher to measure two or more variables
that range between the value from -1.0 and 1.0. These values will indicate if the two
or more variables have a significant relationship or are not significant at all.
t-Test. For the significance of the correlation coefficient. According to
Rebecca Bevans, (2022) statistical test is employed to compare the means of two
groups. It is frequently employed in hypothesis testing to establish whether a
procedure or treatment truly affects the population of interest or whether two groups
differ from one another.


LIST OF APPENDICES

Appendix 1: An instrument to describe the variables of “Interaction between
Online and Face to face (In-Person) Classes” of blended learning. “Learner’s
Perceptions of Blended Learning and the Roles and Interaction of F2F and Online
Learning” based by Huang, Qiang (2016).
Directions: Put check on the following response with each statement that best
represents the program. Table 2: 5=Strongly Agree, 4=Agree,
3=Moderately Agree, 2=Disagree, 1=Strongly Disagree.
Respondents: Students and Teacher
TABLE 2
1. INTERACTION BETWEEN ONLINE AND FACE TO FACE CLASSES RESPONSE
5 4 3 2 1
1.1 Face to face makes more interesting
1.2 Online learning makes more effective


1.3 F2f and Online learning are independent of each other.
1.4 Online learning makes more interesting.
1.5 Face to face makes learning more effective.
1.6 The f2f and online learning are related to each other.
1.7 Face to face learning helps me manage my time.
1.8 Online learning helps me manage my time.
APPENDIX 2: An Instrument to measure the variables of “advantages and
disadvantages of blended learning”. “Heads in the Cloud: Pros and Cons of Online
learning” based on Jini Zournek, Petr Sudicky (2013).
DIRECTION: Rate each following items by checking the appropriate number
represent the following values: 5=Strongly agree, 4=agree, 3=neither agree or nor
agree, 2=disagree, and 1= strongly disagree.
Respondents: Students and Teachers
TABLE 3
Response
2. ADVANTAGES OF BLENDED LEARNING 5 4 3 2 1
2.1 Flexibility
2.1.1 The beginning and end of a study unit are

up to the students.

2.1.2Students have the ability of controlling

their own individual learning process.
2.1.3Students can choose such study materials.
2.1.4 Students can easily personalize their

learning schedule.
2.2 Teaching approach
2.2.1 Students can engage per-based evaluation.
2.2.2 Students boost their performance
2.2.3 Students receives general guidelines and

deadlines to be follow.
2.2.4 Students tend to better on the situations in
which they have more time to think
2.3 Students’ performance
2.3.1 Students keep themselves concentrated as
they gain more knowledge and skills.
2.3.2Students can participate and perform
better.
2.4.3 Students develop thinking skills and
effective learning to analyze.
2.5.3 Students increase self-confidence with
correlates with student success.
TABLE 4
3. DISADVANTAGES OF BLENDED LEARNING RESPONSE
5 4 3 2 1
3.1 Lack of face-to-face interaction
4.1 The usage of online learning might be limited.

4.2 Implementing online learning into practice could

be difficult.
4.3 Certain educational resources require minimal or
no modification.
4.4 Particular course is attended by huge number of
students with inadequate number of teachers.
5.Technical support
5.1 Basic technical issues are a struggle for teachers.
5.2 Teacher knowledge and skills in educational

technologies is insufficient.
5.3 Teachers often lack direction and instruction
6.Loss of motivation
6.1 Students often experience problems when trying
to use different resources independently.
6.2 It is common for students to have difficulty
balancing their schoolwork and learning independently.
6.3 Students lessen productivity and study results.
6.4 Students may require their teachers to be very
strict and detailed with them at all times.

REFFERENCES
Akkoyunlu, B., & Soylu, M.Y. (2008). A study of student’s perceptions in a blended
learning environment based on different learning styles. Educational
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Cleveland-Innes (2018) Theories supporting cognitivism
Fendler (2013) Teaching theories Making a Difference in Theory, 180-197

https://scholar.google.com/scholar?
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Fred Dretske (2008), in Philosophy of Information,

https://www.google.com/search?kgmid=/g/1z44y4y7v&hl=en-
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https://pressbooks.bccampus.ca/guidetoblendedlearning/chapter/chapter-2-
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BULACAN POLYTECHNIC COLLEGE

Bulihan, City of Malolos, Bulacan

PROS AND CONS: ADVANTAGES AND DISADVANTAGES OF BLENDED

LEARNING IN THE TEACHING OF FOOD AND SERVICE MANAGEMENT

COURSES OF BACHELOR OF TECHNICAL VOCATIONAL

TEACHER EDUCATION(BTVTED) STUDENTS:

Bulihan, City of Malolos, Bulacan i

PROS AND CONS: ADVANTAGES AND DISADVANTAGES OF BLENDED

LEARNING IN THE TEACHING OF FOOD AND SERVICE MANAGEMENT

COURSES OF BACHELOR OF TECHNICAL VOCATIONAL

TEACHER EDUCATION(BTVTED) STUDENTS:

In Partial Fulfillment of the Requirements for the Degree,

Bachelor of Technical Vocational Teacher Education

Major in Food Service Management

Bulihan, City of Malolos, Bulacan ii

This thesis entitled “PROS AND CONS: ADVANTAGES AND

DISADVANTAGES OF BLENDED LEARNING IN THE TEACHING OF FOOD

AND SERVICE MANAGEMENT COURSES OF BACHELOR OF TECHNICAL

VOCATIONA TEACHER EDUCATION(BTVTED) STUDENTS” is prepared and

submitted by the following proponents: JANELLE MARIANNE S. ATIENZA, ANGELA

B. REMEDIO, MARK CJ C. TRIA, ARJAY R. EVANGELISTA., in partial fulfillment

ERLINDA P. VILLAMORAN Ph. D., SCIENCE ED. (PHYSICS)

Bulihan, City of Malolos, Bulacan iii

TITLE PAGE -------------------------------------------------------------------------i

CHAPTER I THE PROBLEM AND ITS BACKGROUND

Statement of the Problem--------------------------------------------------6

Significance of the Study--------------------------------------------------7

Scope and Delimitation of the Study-------------------------------------8

CHAPTER II THEORETICAL FRAMEWORK

Related Studies -------------------------------------------------------------12

Conceptual Framework ---------------------------------------------------17

Hypotheses of the Study --------------------------------------------------18

Definition of Terms --------------------------------------------------------18

CHAPTER III RESEARCH METHODOLOGY

Methods and Techniques of the Study----------------------------------21

Population and Sample of the Study------------------------------------22

Bulihan, City of Malolos, Bulacan iv

Instruments of the Study ---------------------------------------------------23

Data Gathering Procedure -------------------------------------------------23

Statistical Tools ------------------------------------------------------------- 25

CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION

Frequency Distribution and Descriptive Measures of the Blended

Learning Effectiveness ----------------------------------------------------28

Frequency Distribution and Descriptive Measures of the Competency

Test for the Significance of the Correlation Coefficient --------------37

CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS, AND

Bulihan, City of Malolos, Bulacan v

throughout our research work.

Bulihan, City of Malolos, Bulacan vi

utmost support and never- ending inspiration throughout the study.

without getting hurt by anyone.

For Dr. Erlinda P. Villamoran, this is an eminent opportunity for us to be guided by

professionalism and expertise to push us to do something.

Bulihan, City of Malolos, Bulacan vii

teaching of Food and Service Management of Bachelor of Technical Vocational Teacher

one-way instruction to a student-centered interactive approach supported by technological

Bulihan, City of Malolos, Bulacan viii

Keywords. Blended Learning, Advantages, Disadvantages, Teaching