THE IMPACT OF BLENDED LEARNING INTO THE PERFORMANCE OF

THE STUDENTS IN THE ENGLISH SUBJECT 9

A Research Presented to

Ms. Rhealyn Mangonon

By

CONCEPCION, ASHLEY MAE B.

DAUS, SHAIRA MAE B.

LACAMBRA, CRIS ANGELA N.

LANUZA, JULIENA B.

i
June 2021

June 2021

Cabilaoan Agro-Industrial High School

Cabilaoan, Laoac, Pangasinan

This research entitled “IMPACT OF BLENDED LEARNING TO THE

PERFORMANCE OF GRADE 9 STUDENTS IN ENGLISH SUBJECT AT

CABILAOAN AGRO-INDUSTRIAL HIGH SCHOOL” prepared and submitted

by ASHLEY MAE CONCEPCION, SHAIRA MAE DAUS, CRIS ANGELA

LACAMBRA, and JULIENA LANUZA.

____________________________

MS. RHEALYN MANGONON

ENGLISH TEACHER

ii
 ACKNOWLEDGEMENT

We, the researchers would like to express our profound gratitude and

appreciation to the people who have extended their support, gave

inspirations, guidance and assistance for the completion of this study.

To our research adviser, Ms. Rhealyn Mangonon, for her guidance and

technical support and the golden opportunity to contribute to the society;

To our critique reader, Ms. Shanelle B. Daus and Ms. Sunshine B. Daus,

for their constructive criticisms and suggestions that we need to further

improve this research;

To our friends, for their kind gestures and moral support that played a

great role reminding us to always have a positive mind;

To our families and relatives, for their financial support, love and guidance

that helped us in our desperate times; and

Above all, to the LORD ALMIGHTY, who’s there to always listen and give

support and love, and has given us strength to accomplish this project.

To all of them, this humble work is dedicated.

- The

Researchers

iii
 DEDICATION

We would like to dedicate this research paper to the students who have

been dealing from this kind of educational set up, for not giving up on

learning, staying positive, and keep on fighting amidst all the effect of the

New-normal mode of Learning.

To our beloved parents and friends who are always there to support and

encourage us especially during our hardship times; for their support financially

and emotionally.

To our research adviser Ms. Rhealyn Mangonon for her continuous

guidance and advices. Thanks for being such a great mentor!

We also dedicate this research to ourselves who did our best to make this

research possible and successful.

-The Researchers

iv
 ABSTRACT

The study entitled “Impact of Blended Learning to the Academic

Performance of Grade 9 Students in English Subject at Cabilaoan Agro-

Industrial High School” sought to determine the impact of blended or new-

normal learning to the student’s performance in school. As well, it also

focuses on determining the significance and effectiveness of the blended

learning especially to the performance of the respondent’s in English Subject.

This research follows the descriptive method. It considered all the random

Grade 9 students.

After conducting a survey questionnaire among the respondents, it was

found out that (a) Majority of the respondents are female who are 14-15 years

of age (b) Most of their parent’s graduated in secondary level (c) Most of the

respondents spend their times studying up to 3-4 hours (d) There is an impact

of blended learning to the Academic Performance of the Students (e) It turns

out that they struggled more in Blended Learning than in the normal or face-

to-face mode of learning.

With the drawn conclusion, researchers suggested that the (a)

CABILAOAN AGRO-INDUSTRIAL HIGH SCHOOL should focus on how to

make blended learning more effective as an alternative and systematic way of

learning during the pandemic (b) Based on the result of our survey, it turns out

that Blended Learning has a big impact specifically into the academic

performance that is why Grade 9 Students of CABILAOAN AGRO-

INDUSTRIAL HIGH SCHOOL should be smarter in managing their time for

them to be able to cope with the changes during the blended learning.

v
 TABLE OF CONTENTS

TITLE PAGE ______________________________________________i

APPROVAL SHEET ________________________________________ii

ACKOWLEDGEMENT ______________________________________iii

DEDICATION _____________________________________________iv

ABSTRACT ______________________________________________v

TABLE OF CONTENTS

List of Tables ____________________________________________ vi-vii

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

Background of the Study_________________________________1- 3

Statement of the Problem ________________________________ 3

Research Hypothesis __________________________________4

Significance of the Study__________________________________4-6

Scope and Delimitation of the Study_________________________6

Definition of Terms_______________________________________7

CHAPTER 2 RELATED LITERATURE AND STUDIES

Local and Foreign Studies ________________________________8

Local and Foreign Literature_______________________________9

CHAPETR 3 RESULTS AND DISCUSSION Research

Methodology___________________________________10

Research Design________________________________________10

Data Gathering Procedure________________________________10-11

Validation of the Instrument______________________________11

vi
 Data Gathering Procedure_______________________________12

Statistical Treatment of Data_____________________________12

CHAPTER 4 CONCLUSIONS AND RECOMMENDATIONS

Presentation, Analysis, and Interpretation of Data____________13

Profile of the respondents_______________________________13-14

Part I. Demographic Profile of the respondents______________15-17

Part II. Problems met by the respondents___________________18-22

CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary_____________________________________________23-24

Conclusions__________________________________________24

Recommendations_____________________________________24-25

References___________________________________________26-27

APPENDICES____________________________________________28-34

A. Survey Questionnaires_______________________________28-30

B. Curriculum Vitae___________________________________31-34

vii
 Chapter I
INTRODUCTION
Background of the Study

The concept of blended learning was first developed in the 1960s, the

formal terminology to describe it did not take its current form until the late

1990s. The origin of the term blended learning is generally traced back to a

1999 press release by EPIC learning in Atlanta (Friesen, 2012), who points

out that, from the outset the term has been plagued by ambiguity, and

concludes: “Blended learning, in other words, is almost any combination of

technologies, pedagogies and even job tasks. It includes some of the oldest

mechanical media (e.g., film) and theories of learning (e.g., behaviorism), as

well as the newest” (Friesen, 2012, p.2). Blended learning has become a

reality in education, as more and more educational institutions race to adopt

and implement it to provide a flexible learning.

The English lesson in Grade 9 (Year 3) is the last year of secondary

Junior High School, and children at this age are old enough to be introduced

to linguistic challenges and complexities, the classics, and independent

writing. It is an exciting phase of school life, where children are beginning to

explore the myriad mazes of knowledge on their own. It is up to the educators

and parents to take advantage of the natural curiosity and exploratory nature

of children at this age.

The teaching and learning environment are embracing a number of

innovations and some of these involves the use of technology through

1
blended learning. The effectiveness of blended learning has different factors

that can hinder the learning and teaching. One bigchallenge is about how

users can successfully use the technology and ensuring participants’

commitment given the individual learner characteristics and encounters with

technology (Hofmann, 2014). On the other hand, Blended Learning methods

can also result in high levels of student achievement more effective than face-

to-face learning (Krasulia, 2017). Blended learning is a viable option for many

students, but it is not an option that works for everyone (Alexander Lim,

2021).

Schools have been closed all around the world due to the COVID-19

pandemic, and formal learning for some students have been hindered by the

lack of access to the available alternatives. In July 03, 2020, to continue the

education of Filipino children, The Department of Education has decided

blended and distance learning modality to be implemented this school year,

as the agency prepares for a “new method of transmitting learning.” Blended

education means the adoption or use of a combination of learning tools and

methodologies such as online and offline tools, modules and use of the

television, radio and the current digital platform called the DepEd Commons to

achieve a particular objective. According to Secretary Briones, she stated

that blended learning is nothing new as this has been used for decades and

decades. However, this method of learning is not used by most of schools

here in the Philippines unless if you are under homeschooling. It is during the

pandemic that this method was introduced to some schools and one of these

is Cabilaoan Agro-Industrial High School. While several studies have been

previously conducted to study the effectiveness of blended learning, this study

2
entitled “Impact of Blended Learning to the Academic Performance in English

of the Grade 9 Students in Cabilaoan Agro-Industrial High School” specifically

aims to provide critical analysis effectiveness of blended learning in the

English area of grade 9 students. Furthermore, it also aims to identify the

problems encountered by the students during blended learning that hinder

their learning.

Statement of the Problem

1. What is the demographic profile of the respondents of the study in terms

of:

a. Sex;

b. Age

c. Parent’s Educational Attainment

d. Family Size

e. Number of hours in studying

2. What is the level of performance in English during the Blended Learning

among Grade 9 Students of Cabilaoan Agro-Industrial High School?

3. Is there a significant difference between the blended learning

performance among the Grade 9 Students across their profile variables?

4. What are the problems met by the grade 9 Students during blended

learning in English?

3
Research Hypothesis

The following hypothesis are formulated:

1. There is a significant relationship between the blended learning

performance among the grade 9 students across their profile variables.

2. There is no significant relationship between the blended learning

performance among the grade 9 students across their profile variables.

Significance of the Study

The finding of this study will reflect to the benefit of blended learning

performance in English subject that plays an important role among Grade 9

Students of Cabilaoan Agro-Industrial High School. Blended learning is a

method of teaching that integrates technology and digital media with

traditional instructor-led classroom activities, giving students more flexibility to

customize their learning experiences. (Panopto, 2019). The findings from that

study indicated that learner attitudes towards blended learning were

significant factors to learner satisfaction and motivation while workload

management was a significant factor to learner satisfaction and knowledge

construction.

The results of the study will be of great benefit to the following:

Students. This study will provide information regarding blended learning that

uses apps, games, or measurable programs to teach concepts allows

students to engage the material at their own pace. This study helps to balance

4
a classroom that contains both quick and slow learners. Every student can

practice and tackle new material with timing that is perfect just for them. Data

gathered will also help the students promote deeper learning, reduce stress,

and increase student satisfaction.

Teachers. The results of the study will help students to increased opportunity

to connect with their professors and teachers. They can connect via email,

through progress reports on the program, or on message boards. Results

would develop this learning style to promotes a number of effective means for

teachers and students to become more engaged with one another. In the end,

both parties can benefit from this shift in the relationship. Teachers can stay in

touch with student progress, while students can ask more questions and gain

deeper knowledge.

Parents. Data given will provide the parents to have a greater ability to

participate in their children’s education. With blended learning, parents are

able to interact and view their child’s progress as well as see what is being

taught day in and day out.

School. Our study delves into improved performance but seeks to establish

the potential of blended learning effectiveness by considering grades obtained

in a blended learning experiment. Schools must have the infrastructure, tools,

and financial backing to support the technology required as a piece of a

blended learning classroom. By providing a variety of teaching approaches

through blended learning that include a digital component reflective of today’s

world, educators can help learners from all backgrounds reach their academic

potential.

5
Future Researchers. The focus of the present study is on examining the

effectiveness of blended learning taking into consideration learner

characteristics/background, blended learning design elements and learning

outcomes and how the former are significant predictors of blended learning

effectiveness. This study offers the future researchers the flexibility in terms of

availability. In other words, blended learning enables them to access the

materials from anywhere at any time while enjoying the benefits of face-to-

face support and instruction.

Scope and Delimitation of the Study

This study determined the blended learning performance in English of the

grade 9 students in Cabilaoan Agro-Industrial High School. This would identify

the profile of the respondents in terms of their sex, parent’s educational

attainment, family size and number of hours in studying. It also determined

the level of performance of the Blended Learning Performance in English

among grade 9 students in Cabilaoan Agro-Industrial High School. It also

ascertain if there is a significant difference between the blended learning

performance among the grade 9 students across their profile variables. Find

out the problems met by the grade 9 students during blended learning in

English.

There are 30 grade 9 students in Cabilaoan Agro-Industrial High School

which serve as the respondents of this study. A questionnaire used to gather

the needed data.

6
Definition of Terms

To ensure understanding of the terms used in this study, operational

definitions are hereby stated.

Blended Learning – Is the combination of two different education teaching

models, traditional face-to-face learning and electronic learning to smooth

the progress of teaching and learning objectives.

Performance- It is the outcome of the tests that was administered on the

students before after they have been taught English Language with Blended

Learning and Traditional Method.

Relationship - It is the connection of two or more topics and the way they

affect each other.

Profile Variables- It is the answer of each respondent to the profiling

questions like, Sex, Parent’s Educational Attainment, Family Size, Number of

hours in studying, Schedule of studying, and tutorial.

7
 CHAPTER 2

Related Studies

(Local)

The study of De Guzman (2015) entitled Student Perceptions on the

Impact of Blended Learning on their Expository Writing Skills stated that there
was a gap between the teacher’s and students’ understanding of online
discussion and assessment. This can be attributed to the various definitions
and descriptions of blended learning. Thus, it is important for both teachers
and students to understand the main elements and features of blended
learning. Based on the analysis of the results of their survey, the students
involved in the study had negative or uncertain perception on the impact of
blended instruction on the development of their expository writing skills. Many
of the respondents did not fully understand the significance of combining
online writing activities and classroom writing activities in the development
and improvement of their writing skills. Majority of them even preferred
classroom activities than online activities.

(International)

On the other hand, the study of Mohammed (2015) entitled Perceptions

and Attitudes towards Blended Learning for English Courses: A Case Study of
Students at University of Bisha concluded that in general the students’
perceptions and attitudes towards BL were positive in terms of the three
domains in the questionnaire. Moreover, students are encouraged to take
responsibility for their own learning process. As well as learners can decide

8
when and how to use the resources provided. This study also concluded that
blended learning is as effective as face to face learning in developing and
improving knowledge and skills.

Related literature

(Local)

In the study of Tupas et al. (2020) entitled Blended Learning – An

Approach in Philippine Basic Education Curriculum in New Normal: A Review
of Current Literature the results in their study showed that blended learning
started three decades ago, specifically for higher education institutions (HEIs),
also used in graduate programs and professional development. But in 2007,
in the Philippines, the Center of Blended Learning started and had very
positive responses from the parents and students. Moreover, blended learning
(BL) is adopted in subjects like English explicitly in Language, Science, and
Distance Learning. The use of BL in education helps students engage
positively in all activities and increased behavior towards learning, and
empowered to become leaders, coaches, and mentors to fellow students.

(International)

On the other hand, the study of Dangwal (2017) entitled Blended

Learning: An Innovative Approach stated that blended learning is an
innovative concept that embraces the advantages of both traditional teaching
in the classroom and ICT supported learning including both offline learning
and online learning. It has scope for collaborative learning; constructive
learning and computer assisted learning (CAI). Blended learning needs
rigorous efforts, right attitude, handsome budget and highly motivated
teachers and students for its successful implementation. As it incorporates
diverse modes so it is complex and organizing it is a difficult task. The present
paper discusses the concept of blended learning, its main features and

9
prerequisite of its implementation. Scope of blended learning in Indian
educational system is also discussed.The present paper also tries to explain
that how blended learning is an approach that needs to be adopted.

CHAPTER 3

Research Methodology

This chapter presents the research methodology which includes the

research design used in conducting the study. It also includes the sources of

data, locale of the study, population/sampling, and the instrumentation and

data collection.

Research Design

This study used the quantitative research design. Quantitative research

design was used to collect and gather information about the impact of blended

learning into the performance of the students in the English Subject.

Quantitative research design was used to describe and to test relationships

between objects. It was also presented in numerical form, and analyzed

through the use of statistics. It focused on gathering numerical data and

generalizing it across groups of people or to explain a particular phenomenon.

This research design was used by giving questionnaires to the respondents of

this study.

10
Data Gathering Instrument

Online Survey was used as a tool in data gathering because the

researchers believed that this is the easiest, most essential and convenient

way for the researchers to gather enough information amidst the pandemic.

The questionnaire was patterned on The Impact of Blended Learning into the

Performance of Grade 9 students in English subject.

Part I of the questionnaire includes the respondents profile which includes the

name (optional), sex, age, and section.

Part II of the questionnaire composes checklist of The Impact of Blended

Learning into the Performance of the Grade 9 Students in the English Subject.

The researcher will make use of books, internet, social media and

electronic media such as computers and television for searching different

ideas related to this study.

Respondents of the study

The respondents of this study are (30) grade 9 students of Cabilaoan Agro-

Industrial High School. They were chosen randomly by the researchers.

Validation of the Instrument

11
 The survey questionnaire will be validated by expert teachers in English

subject to test if the survey questionnaire checklist will truly a tool to answer

the problem stated by the researcher.

Data gathering Procedure

The researcher will seek permit first to their teacher in English subject

before conducting the study and will ask the permission before gathering data

to the respondents.

After getting permission to their teacher, the researcher will now float

questionnaire to the randomly selected students of Cabilaoan Agro-Industrial

High School.

After gathering the data, the researcher will now tabulate and analyze the

data gathered.

Statistical Treatment of Data

The gathered data will be analyzed and interpreted with the use of

mathematical and statistical treatment to arrive at a valid and reliable result.

The researchers used Frequency and Percentage Distribution to answer

the problem number 1 (Profile of the Respondents). The formula of

percentage is as follows: PERCENTAGE = f / N x 100

12
where in: f = frequency N = number of

respondent

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

In this chapter the results of the data analysis are presented. The data

were collected and then processed in response to the problems. Two

fundamental goals drove the collection of the data and the subsequent data

analysis. Those goals were to develop a base of knowledge about the impact

of blended learning to the performance in English subject and to determine

the ways on how to cope up with the effects of pandemic to their studies.

These objectives were accomplished. The findings presented in this chapter

demonstrate the potential for merging theory and practice.

TABLE 1

Profile of the Respondents

AGE FREQUENCY PERCENTAGE

13
 Male Female Male Female

14 2 5 16.6% 27.7%

15 8 12 66.6% 66.6%

16 2 1 16.6% 5.5%

GENDE FREQUENCY PERCENTAGE

14 15 16 14 15 16

Male 2 8 2 16.6% 66.6% 16.6%

Female 5 12 1 27.7% 66.6% 5.5%

14
 The table shows the percentage or number of male and female

respondents. This shows that there are 12 or 40% respondents are male and

18 or 60% respondents are female.

This can be interpreted that there are much greater number of female

respondents or students in the class than males do. Both females and males

have difficulties in their studies during Blended Learning specially in English

Subject.

Part I. The Demographic Profile of the Respondents

What gadget do you use in studying?

PC
3% On the 1st question, 97% of the respondents
answered Mobile Phone, 3% answered PC, 0%
answered tablet and laptop.

Therefore, figure 1 shows the majority of the

respondents answered Mobile Phone.
Mobile Phone
97%

Mobile Phone Laptop Tablet PC

15
 Do you use internet in educa-
tional purpose?
PARENT'S EDUCATIONAL
ATTAINMENT

YES
Father 100%

Mother

0 5 10 15 20 25 30

College Graduate Secondary Graduate Primary Graduate

The 3rd question in the figure 3 shows that the

majority of the respondents Parent’s
educational attainment is Secondary Graduate,
followed by College Graduate and Primary
Graduate.

How many are you in the

16 fam-

ily?
 20% 3-5 members
6-8 members
9-11 members
50%

30%

On the 4th question 50% of the

respondents has a family member from
3-5, 30% has a 6-8 members on their
family and 20% of the students has 9-11
family members.
Therefore, figure 4 shows that the
majority of the number in the family of
the respondents is from 3-5 members.

How many hours do you spend

studying?

On the 5th question, 63% of the

respondents spend 3-4 hours of
studying, 32% of the respondents spend
10%
1-2 hours 1-2 hours of studying and 5% of the
30% 3-4 hours respondents spend 5-6 hours of
5-6 hours studying.
Therefore, figure 5 shows that the
majority of number the respondents
60% spend on studying is 3-4 hours.

17
 Part II. The Problems met by the respondents during blended learning in

English subject

I am more likely to procrasti-

nate than doing my activities in
English
On the 6th question, 52% of the
respondents answered Neutral, 24%
answered Disagree, 10% answered
Strongly Agree
10% 3%
Agree, 10 Agree
% answered Strongly
10%
Neutral
Disagree and 4% of the respondents
Disagree
answered Strongly Agree. Strongly Disagree
24%
Therefore, figure 6 shows the majority of the
respondents answered Neutral.
52%

On the 7th question, 47% of the

respondents answered Agree, 30%
answered Neutral, 20% answered
Strongly Agree, 3% answered Disagree
and 0% answered Strongly Disagree.
Therefore, figure 7 shows the majority
the respondents Agree that they can
easily understand the topics in English
during the normal way of learning than
the new normal way.

18
 I can easily understand our
topic in English during the
normal way of learning than
the new normal way.

Strongly Agree
Agree
3% Neutral
20% Disagree
30% Strongly Disagree

47%

I am having difficulty concen-

trating on my studies specially
in English subject.
On the 8th question, 64% of the
respondents answered Neutral, 13%
Strongly Agree
answered Agree, 10% answered
4% 15% Agree
Strongly Agree, 10% answered
11% Disagree
Neutral
and 3% answered Strongly Disagree.
Disagree
Strongly Disagree
Therefore, figure 8 shows the majority of
the respondents answered Neutral.

70%

19
 I am more reliant to plagia-
rism than doing my own essay

On the 9th question, 52% of the

respondents answered Neutral, 34%
answered Disagree, 7% answered
Strongly Agree
3% 7% 7% answered Strongly
Agree, 7% Agree
agree and
0% answered Strongly Disagree’-.
Neutral
33% Disagree
Therefore, figure 9 showsStrongly
the majority
Disagree of
the respondents answered Neutral.

50%

I spend more time doing my ac-

tivity in English than in other
subject
On the 10th question, 70% of the
respondents answered Neutral, 13%
Strongly Agree
7% Agree answered Agree, 10% answered
10%
13% Neutral Disagree, 7% answered Strongly Agree
Disagree and 0 % answered Strongly Disagree.
strongly Disagree
Therefore, figure 10 shows the majority
of the respondents answered Neutral.

70%

20
I am having a hard time
constructig essay.
 7% Strongly Agree
13%
Agree
Neutral
Disagree
Strongly Disagree
30%
50%

On the 11th question, 50% of the

respondents answered Neutral, 30%
answered Agree, 13% answered
Strongly Agree, 7% answered Disagree
and 0% answered Strongly Disagree.
Therefore, figure 11 shows the majority
of the respondents answered Neutral.

Having difficulties comprehend-

ing in some complex words.

On the 12th question, 57% of the

respondents answered Agree, 40%
answered Neutral, 3% answered
3% Strongly Agree
Agree
Strongly Agree, 0% answered Disagree
Neutral and Strongly Disagree.
40% Disagree
Strongly Disagree Therefore, figure 12 shows the majority
of the respondents answered Agree that
57% they’re having difficulties comprehending
in some complex words.

21
Having hard time coping up
with the lessons in English
 Strongly Agree
3% Agree
27% 17% Neutral
Disagree
Strongly Disagree

53% On the 13th question, 53% of the

students answered Neutral, 27%
answered Disagree, 17% answered
Agree, 3% answered Strongly Agree and
0% answered Strongly Disagree.
Therefore, figure 13 shows that the
majority of the respondents answered
Neutral.

Above are the tally of the answers from our Grade 9 respondents of

Cabilaoan Agro-Industrial High School which shows how Blended Learning

affects their academic performance in school and specifically in English

Subject. The researchers suggest to the students to avoid procrastinating, be

smarter in managing their time and don’t forget to have a self-care time to

help overcome stress and become more productive in every aspect of their

lives.

Learn to cope and deal with situation and maintain a good relationship

with your friends, peers and especially to your family. You could also try to

read some books which are related to your lessons or topic in English. Look

for alternative and effective ways that could help you gain knowledge even

without the enough guidance from your instructors especially during this time

of trials. Try to engage into some recreational activities with your family to

22
reduce stress and avoid the feeling of being left out. It can also help your mind

to function well.

Focus on improving yourself. Stay positive. Aim high and don’t let

anything stop you from achieving your goals.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

The study entitled “Impact of Blended Learning to the Academic

Performance of Grade 9 Students in English Subject at Cabilaoan Agro-

Industrial High School” sought to determine the impact of blended or new-

normal learning to the student’s performance in school. As well, it also

focuses on determining the significance and effectiveness of the blended

learning especially to the performance of the respondent’s in English Subject.

This research follows the descriptive method. It considered all the random

Grade 9 students.

23
 After conducting a survey questionnaire among the respondents, it was

found out that (a) Majority of the respondents are female who are 14-15 years

of age (b) Most of their parent’s graduated in secondary level (c) Most of the

respondents spend their times studying up to 3-4 hours (d) There is an impact

of blended learning to the Academic Performance of the Students (e) It turns

out that they struggled more in Blended Learning than in the normal or face-

to-face mode of learning.

With the drawn conclusion, researchers suggested that the (a)

CABILAOAN AGRO-INDUSTRIAL HIGH SCHOOL should focus on how to

make blended learning more effective as an alternative and systematic way of

learning during the pandemic (b) Based on the result of our survey, it turns out

that Blended Learning has a big impact specifically into the academic

performance that is why Grade 9 Students of CABILAOAN AGRO-

INDUSTRIAL HIGH SCHOOL should be smarter in managing their time for

them to be able to cope with the changes during the blended learning.

CONCLUSIONS

This chapter presents the conclusion drawn of the study presented on the

previous chapter.

Based on the presented through the interpretation and analyzed data

gathered, the researchers found out that;

1) Majority of the respondents are female who are 14-15 years of age

2) Most of their parent’s graduated in secondary level

3) Most of the respondents spend their times studying up to 3-4 hours

24
4) There is an impact of blended learning to the Academic Performance of the

Students

5) It turns out that they struggled more in Blended Learning than in the normal

or face-to-face mode of learning.

RECOMMENDATIONS

Based on the conclusion drawn, the following recommendation are

offered:

1. The Cabilaoan Agro-Industrial High School should focus on how

to effectively implemented the new mode of learning which is the

blended learning to help not only the grade 9 students but also

everyone covered by DepEd to cope and deal with all the

changes.

2. The teachers should be also aware of the negative impacts of

blended learning to the academic performance of every student.

3. Based on the result of the survey, blended learning has a strong

impact to the academic performance of a students, that is why

the Grade 9 students of Cabilaoan Agro-Industrial High School

should be smarter in managing their time and schedule and don’t

forget to have a self-care time to help overcome stress and

become more productive in every aspect of their lives.

4. The researchers suggested measures on how to cope with the

effects of blended learning:

a) Avoid procrastinating.

b) Manage your time.

25
 c) Always put your mental health first.

d) Seek for alternatives that can help you from your studies.

e) Be patient and always seek for god’s guidance.

References

De Guzman (2015), STUDENT PERCEPTIONS ON THE IMPACT OF

BLENDED LEARNING ON THEIR EXPOSITORY WRITING SKILLS.
Retrieved from:
https://www.academia.edu/15594702/STUDENT_PERCEPTIONS_ON_THE_
IMPACT_OF_BLENDED_LEARNING_ON_THEIR_EXPOSITORY_WRITING
_SKILLS

Mohammed (2015), Perceptions and Attitudes towards Blended Learning for

English Courses: A Case Study of Students at University of Bisha
(international study)
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(international literature) https://scholarworks.uni.edu/cgi/viewcontent.cgi?
article=1116&context=grp

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Research entitled “THE IMPACT OF GADGETS IN LEARNING AMONG
GRADE 11 STUDENTS” (local literature)
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RNING_AMONG_GRADE_11_STUDENTS

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FLORES.

APPENDIX A

Impact of Blended Learning to the Academic Performance of the Students in

English Subject
The study aims to identify the impact of blended learning to a student’s
performance, to find solutions on how to how to cope and deal with the
changes within the school, and to help and encourage students to study
harder during the blended mode of learning.

Part I.
Name (Optional):
______________________________________________________________
_______

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Age: _______ Grade/Section: ________

Please underline one: FEMALE / MALE

Part II.
Please read the following definitions of Blended Learning to help you answer
the questions below:

Blended Learning – Is the combination of two different education teaching

models, traditional face-to-face learning and electronic learning to smooth

the progress of teaching and learning objectives.

Questions:

1. What gadget do you use in studying?

Mobile Phone
Tablet
Laptop
PC
2. Do you use internet in educational purpose?
Yes
No
3. Parents Educational Attainment.
MOTHER
Primary Graduate
Secondary Graduate
College Graduate

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FATHER
Primary Graduate
Secondary Graduate
College 4. How many are you
in the family?
1-3
4-6
7 or more
5. How many hours do you spend studying?
1-2 hours
3-4 hours
5-6 hours

PART III.
Direction: Please put a check (/) and rate yourself honestly based on what you
actually observed during the Blended mode of Learning.
(1) - Strongly Agree
(2) - Agree
(3) - Neutral
(4) - Disagree
(5) - Strongly Disagree

1 2 3 4 5
1. I am more likely to procrastinate than
doing my activities in English.
2. I can easily understand our topic in
English during the normal way of learning
than the new normal way.
3.I am having difficulties concentrating on
my studies.

30
 4.I am more reliant to plagiarism than doing
my own essay.
5. I spend more time doing my activities in
English than in other subject.
6. I am having a hard time constructing
essay.
7. I am having difficulties comprehending
some complex words.
8. I am having a hard time coping up with
the lessons in English Subject.

CURRICULUM VITAE

Personal Data

Name: Ashley Mae B. Concepcion

Address: #046 Zone I, Cabilaoan, Laoac, Pangasinan

Date of Birth: June 08, 2005

Contact Number: 09511760972

E-mail Address: aliconcepcion685@gmail.com

Nationality: Filipino

Religion: Roman Catholic

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Father's Name: Magdalino F. Concepcion

Mother's Name: Marites B. Concepcion

Motto: “Fall down seven times, stand up eight.”

Educational Background

Junior High School Cabilaoan Agro-Industrial High School

Cabilaoan, Laoac, Pangasinan

Present SY. 2020-2021

Elementary Cabilaoan Elementary School

Cabilaoan, Laoac, Pangasinan

SY. 2016-2017

CURRICULUM VITAE

Personal Data

Name: Shaira Mae B. Daus

Address: #065 Zone II Nanbagatan, Laoac,

Pangasinan

Date of Birth: August 11, 2004

Contact Number: 09518762564

E-mail Address: shairamaedaus@gmail.com

Nationality: Filipino

Religion: Roman Catholic

Father's Name: Rogelio E. Daus

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Mother's Name: Jennifer B. Daus

Motto: “Don’t you worry your pretty little mind

people throw rocks at things that shine.”

Educational Background

Junior High School Cabilaoan Agro-Industrial High School

Cabilaoan, Laoac, Pangasinan

Present SY. 2020-2021

Elementary

Nanbagatan Elementary School

Nanbagatan, Laoac, Pangasinan

SY. 2016-2017

CURRICULUM VITAE
Personal Data

Name: Cris Angela N. Lacambra

Address: #141 Zone II, D. Alarcio, Laoac, Pangasinan

Date of Birth: march 1, 2005

Contact Number: 09307967667

E-mail Address: lacambracrisangela914@gmail.com

Nationality: Filipino

Religion: Roman Catholic

Father's Name: Ruben A. Lacambra

Mother's Name: Lorna Lyn N. Lacambra

Motto: “If you believe you can achieve it.”

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Educational Background

Junior High School Cabilaoan Agro-Industrial High School

Cabilaoan, Laoac, Pangasinan

Present SY. 2020-2021

Elementary

Cabilaoan Elementary School

Cabilaoan, Laoac, Pangasinan

SY. 2016-2017

CURRICULUM VITAE
Personal Data

Name: Juliena B. Lanuza

Address: #163 Zone III Cabilaoan, Laoac,

Pangasinan

Date of Birth: March 23, 2005

Contact Number: 09353620510

E-mail Address: julienalanuza@gmail.com

Nationality: Filipino

Religion: Roman Catholic

Father's Name: Julito G. Lanuza Sr.

Mother's Name: Mareina B. Lanuza

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 Motto: “Take stairs, instead of elevator.”

Educational Background

Junior High School Cabilaoan Agro-Industrial High School

Cabilaoan, Laoac, Pangasinan

Present SY. 2020-2021

Elementary

Cabilaoan Elementary School

Cabilaoan, Laoac, Pangasinan

SY. 2016-2017

35