EFFECTS OF BLENDED LEARNING MODALITY ON ACADEMIC PERFORMANCES OF

THE GRADE 6 STUDENTS AT ESPERANZA ELEMENTARY SCHOOL

Espiritu, Michaela G.

Laura, Rizza Mae A.

Loria, Christine B.

Mendones, Jaquiline L.

Nuada, Christin Jane L.

Portugal, Marites J.

Daraga Community College

Abstract
Blended learning is one of the learning methods that combines face-to-face learning in the classroom and
online learning that uses electronic media. Blended learning can Improve students’ engagement in
learning, and it also helps students achieve a meaningful Level of learning (Innes & Wilton, 2018).
That is because blended learning provides Several features: social interactions, technology quality, and
face to face support (Tawil, 2018). Therefore, blended learning can complement a conventional teaching
and learning Process that lasts only a few hours in school.
This study aims to know the effect of the implemented blended learning to those grade six learners.
Technology has opened the path for many educational reforms and innovations (Tayag, 2020).
For instance, the Internet has reshaped the way students, teachers and universities interact (Scott &
Stanway, 2015), enabling the emergence of new learning models, such as online learning, which, since
the beginning of the century, started to experience high growth (Goodyear, Salmon, Spector, Steeples, &
Tickner, 2001). The expansion of these new pedagogies in the educational field – which include the use of
digital technologies and new communication channels, such as social media – experienced a boom
during the COVID-19 pandemic that has impacted the whole educational community.

Keywords:

Blended Learning Modality on Academic Performances

INTRODUCTION

The field of education is continually evolving,
driven by technological advancements and the
demand for innovative teaching methods that
effectively engage students. One notable
development is the integration of blended
learning, a pedagogical model that combines
traditional in-person classroom instruction with
online learning resources. This chapter
introduces a research study that focuses on the
impact of blended learning on grade 6 students
of Esperanza Elementary School, a topic that
has gained newfound importance due to the
COVID-19 pandemic. As the pandemic disrupted
traditional classroom learning, educators
worldwide turned to blended learning as a
resilient and adaptable solution. Blended
learning, once considered innovative, has now
become an essential tool for maintaining
education continuity in challenging times. This
approach seamlessly combines in-person and
online instruction, ensuring both access to
educational content and students’ health and
safety. In doing so, blended learning not only
bridged the physical gaps created by the
pandemic but also revolutionized education
delivery, emphasizing flexibility and
adaptability. According to Hesse (2017).
Blended learning is used to incorporate
technology into the classroom and to aid in
instruction. Technology has opened the path for
many educational reforms and innovations
(Tayag, 2020). For instance, the Internet has
reshaped the way students, teachers and
universities interact (Scott & Stanway, 2015),
enabling the emergence of new learning
models, such as online learning, which, since
the beginning of the century, started to
experience high growth (Goodyear, Salmon,
Spector, Steeples, & Tickner, 2001). The
expansion of these new pedagogies in the
educational field – which include the use of
digital technologies and new communication
channels, such as social media – experienced a
boom during the COVID-19 pandemic that has
impacted the whole educational community.
According to Malik, Heyman-Schrum, & Johri,
(2019), Social media platforms and applications
have become widely popular across all
industries, for a variety of purposes. In
university environment, however, integration of
social media either in the teaching-learning
process or as a communication tool to connect
with stakeholders, happens rather slowly
compared to the wider industry benchmarks
(O’Boyle, 2014). Blended learning is one of the
learning methods that combines face-to-face
learning in the classroom and online learning
that uses electronic media. Blended learning
can Improve students’ engagement in learning,
and it also helps students achieve a meaningful
Level of learning (Innes & Wilton, 2018). That is
because blended learning provides Several
features: social interactions, technology quality,
and face to face support (Tawil, 2018).
Therefore, blended learning can complement a
conventional teaching and learning Process that
lasts only a few hours in school. According to
Sulisworo et al. (2018), flexible learning
opportunities in blended Learning can improve
students’ writing skills. Students can access the
material anywhere and anytime through the
internet and can discuss without time limits
through blended Learning. Based on previous
research on the blended learning method
conducted by Qindah (2018), It was found that
blended learning had a positive impact on
students’ Grammar scores. Furthermore,
Qindah (2018) also suggested that other
researchers Examine the effects of blended
learning methods on different language skills
such as Writing. Related to this issue, a study
about students’ perceptions of the blended
learning Method was also conducted by
Cakrawati (2017). The result of the study
showed that Most of the students gave positive
responses to the use of a blended learning
method. The students also said that the online
platform in blended learning activities already
helped Them in practicing target language,
expands their knowledge about vocabularies,
and improving their understanding of the
materials being taught. This statement was also
Supported by Ali and Sofa (2018) that stated
most of the students gave positive Perceptions
of the implementation of blended learning
method because blended learning Methods
helped them enhance their English language
skills and provided them with Interactive
exposure in the teaching and learning process.
Based on the background Above, research has
been conducted to know how the
implementation blended learning Method on
students’ writing competence in writing recount
text and to know students’ Perceptions after
the implementation of blended learning
method. Blended learning lends itself to be an
effective means to foster 21st-century skills in
students. Twenty-first century skills are those
skills necessary to successfully navigate the
environment in which they will be living.
According to Hallerman, Lewis, & Dresbach
(2019) “Educators should be inspiring creativity,
encouraging collaboration, expecting and
rewarding critical thinking, and teaching
children not only how to communicate, but also
the power of effective communication.”
Blended learning is the vessel to provide
students with skills and competencies they
need to thrive because it has the power to fully
cultivate creativity, collaboration, critical
thinking, and communication. Building strong
21st-century learners is critical, schools must be
intentional with blended learning integration.
As Tucker et al. (2017) noted, “starting with the
why and not the what is key”. Preparing
students for a future that has boundless
possibilities is daunting, but if educators see
they value in it, its effectiveness grows.
Therefore, if educators see the necessity for
building strong 21st-century kills in students,
they will understand the why behind the need
to implement blended learning. Also, according
to him, the schools that are successful are the
ones that are open to change, willing to evolve
to meet the needs of students, and are not
stuck in their ways of doing what they have
always done. Schools that can reinvent
themselves are the ones that see success.
Therefore, it is crucial for educators to
understand how blended learning works, how
best to navigate, and how much time should be
dedicated to technology enhanced learning.
During class versus a more traditional learning
setting, so they can make necessary changes to
meet the needs of students. Blended learning, a
pedagogical approach that combines traditional
face-to-face instruction with online learning
activities, has gained prominence in the field of
education over the past few decades. This
innovative approach seeks to harness the
advantages of both in-person and online
learning, providing educators with a versatile
tool to enhance student engagement and
learning outcomes. The ever-evolving landscape
of technology and educational theory has
catalyzed the evolution of blended learning,
making it a subject of extensive research and
discussion. This research aims to explore the
multifaceted aspects of blended learning,
including its various models, effectiveness,
challenges, and implications for education. By
delving into the intricacies of this pedagogical
approach, we can better understand its
potential to reshape the future of teaching and
learning. Also blended learning is an
educational approach that integrates traditional
in-person classroom teaching with online
instruction and digital resources. It combines
face-toface interaction with technology-
mediated activities, offering a flexible and
personalized learning experience for students.
This hybrid approach aims to enhance
engagement, cater to diverse learning styles,
and optimize the benefits of both physical and
virtual learning environments. This systematic
review of the research literature on online and
blended learning from schools starts by
outlining recent perspectives on emergency
remote learning, as occurred during the Covid-
19 pandemic. We give aims for the study and
explore the original contribution of this paper.
However, much of the literature then reviewed
relates to the period before the pandemic, with
implications for action after the pandemic.
According to (Feenberg, 2019). Technology is
not just digital, it is also social and political,
shaping and being shaped by changing social
practices. The pandemic increased the speed of
growth of technology, but this review is also
about how teachers come to engage with and
implement technology, especially outside of
school, which involves many adaptations and
processes beyond the technology itself. Post-
pandemic we hope to return to a calmer and
more orderly state, but with a larger number of
teachers much more experienced (and
hopefully energized) in digital interventions
outside school. Students and families had
contended with the availability of technology
(e.g., sharing a limited number of devices while
isolating with their family), ethical issues (e.g.,
Zoom privacy), and personal issues (e.g., taking
care of loved ones or not being able to do so).
Teachers needed to take time to test the
learning experience on various mobile devices.
Some students only used a mobile phone.
However, some online activities and learning
management system experiences might not
work as well or behave differently on a phone.
Teachers and students also needed health and
wellness support. Teachers were expected to
support students, but many of them felt anxiety
and were stressed and overwhelmed. To
support students with severe technology
challenges, teachers could create a free Google
Voice phone number and allow students to read
aloud their handwritten work as a voicemail
message. Some students managed the
transition to remote learning quickly, or had
previous experience taking online courses, and
these students could be encouraged to be peer
mentors and provide support for other
students. The boundaries and methods of
learning and teaching have been broadened
along with the increasing popularity of the
Internet and the rapid development of network
technology (Cheng & Chau, 2016), in that,
online education has been growing rapidly.
Since both online education and traditional
face-to-face teaching method have their own
advantages, it is necessary to combine the
advantages of both teaching forms and test the
effectiveness of the blended learning approach
(Bailey & Morais, 2005). Playfulness, usefulness,
and interaction of the blended learning
platform have a positive impact on cognitive
engagement. In other words, when students
perceive the blended learning platform as
effective, playfulness and helpful for
interaction, they are more inclined to accept
the platform and participate in the course
learning, which is consistent with previous
studies (Chen & Yao, 2016; Manwaring et al.,
2017). The teaching and learning environment
are embracing several innovations and some of
these involve the use of technology through
blended learning. This innovative pedagogical
approach has been embraced rapidly though it
goes through a process. The introduction of
blended learning (combination of face-to-face
and online teaching and learning) initiatives is
part of these innovations but its uptake,
especially in the developing world faces
challenges for it to be an effective innovation in
teaching and learning. Blended learning
effectiveness has quite a few underlying factors
that pose challenges. One big challenge is about
how users can successfully use the technology
and ensuring participants’ commitment given
the individual learner characteristics and
encounters with technology (Hofmann, 2014).
Hofmann adds that users getting into difficulties
with technology may result into abandoning the
learning and eventual failure of technological
applications. In a report by Oxford Group
(2013), some learners (16%) had negative
attitudes to blended learning while 26% were
concerned that learners would not complete
study in blended learning. Learners are
important partners in any learning process and
therefore, their backgrounds and characteristics
affect their ability to effectively carry on with
learning and being in blended learning, the
design tools to be used may impinge on the
effectiveness in their learning. This study tackles
blended learning effectiveness which has been
investigated in previous studies considering
grades, course completion, retention, and
graduation rates but no studies regarding
effectiveness in view of learner
characteristics/background, design features and
outcomes have been done in the Ugandan
university context. No studies have also been
done on how the characteristics of learners and
design features are predictors of outcomes in
the context of a planning evaluation research
(Guskey, 2000) to establish the effectiveness of
blended learning. Guskey (2000) noted that
planning evaluation fits in well since it occurs
before the implementation of any innovation as
well as allowing planners to determine the
needs, considering participant characteristics,
analyzing contextual matters, and gathering
baseline information. This study is done in the
context of a plan to undertake innovative
pedagogy involving use of a learning
management system (moodle) for the first time
in teaching and learning in a Ugandan
university. The learner
characteristics/backgrounds being investigated
for blended learning effectiveness include self-
regulation, computer competence, workload
management, social and family support,
attitude to blended learning, gender, and age.
We investigate the blended learning design
features of learner interactions, face-to-face
support, learning management system tools
and technology quality while the outcomes
considered include satisfaction, performance,
intrinsic motivation, and knowledge
construction. Establishing the significant
predictors of outcomes in blended learning will
help to inform planners of such learning
environments to put in place necessary
groundwork preparations for designing blended
learning as an innovative pedagogical approach.
Kenney and Newcombe (2011) did their
comparison to establish effectiveness in view of
grades and found that blended learning had
higher average score than the non-blended
learning environment. Garrison and Kanuka
(2004) examined the transformative potential
of blended learning and reported an increase in
course completion rates, improved retention,
and increased student satisfaction.
Comparisons between blended learning
environments have been done to establish the
disparity between academic achievement,
grade dispersions and gender performance
differences and no significant differences were
found between the groups (Demirkol & Kazu,
2014). However, blended learning effectiveness
may be dependent on many other factors and
among them student characteristics, design
features and learning outcomes. Research
shows that the failure of learners to continue
their online education in some cases has been
due to family support or increased workload
leading to learner dropout (Park & Choi, 2009)
as well as little time for study. Additionally, it is
dependent on learner interactions with
instructors since failure to continue with online
learning is attributed to this. In Greer, Hudson &
Paugh’s study as cited in Park and Choi (2009),
family and peer support for learners is
important for success in online and face-to-face
learning. Support is needed for learners from all
areas in web-based courses and this may be
from family, friends, co-workers as well as peers
in class. Greer, Hudson, and Paugh further
noted that peer encouragement assisted new
learners in computer use and applications. The
authors also show that learners need time
budgeting, appropriate technology tools and
support from friends and family in web-based
courses. Peer support is required by learners
who have no or little knowledge of technology,
especially computers, to help them overcome
fears. Park and Choi, (2009) showed that
organizational support significantly predicts
learners’ stay and success in online courses
because employers at times are willing to
reduce learners’ workload during study as well
as supervisors showing that they are interested
in job-related learning for employees to
advance and improve their skills.
STATEMENT OF THE PROBLEM:
1. What are the Effects of the Blended
Learning Modality on Academic
Performances of the Grade 6 Pupils of
Esperanza Elementary School?
2. How do Grade 6 Pupils of Esperanza
Elementary School Adjust the
Implementation of Blended Learning
Modality?
3. What may be Interventions Implemented
by the Esperanza Elementary School to
Address the Needs of the Grade 6 Pupils?

METHODS AND PROCEDURE
METHOD
The study uses descriptive method of
research; this type of research provides a
detailed and accurate picture of the
characteristics and behaviors of a particular
population or subject. By observing and
collecting data on a given topic, descriptive
research helps researchers gain a deeper
understanding of a specific issue and
provides valuable insights that can inform
future studies (Sirisilla, S. 2023), because
the study seeks to describe, and explain
phenomenon by collecting information
through structured questions. A survey
checklist will use wherein the respondents
will provide the information of what is
being asked on the questionnaire prepared
by the researchers. Quantitative method of
research will also use to determine the
number of respondents who will respond
on the survey that will be conducted. In
terms of selection of the respondents,
researchers use random sampling – a
method of choosing samples in which all
the members of the population are given an
equal chance of being selected. It is an
unbiased of selection as samples are drawn
by chance. There are various ways of
getting the samples through the simple
random sampling, but this study will only
use the fishbowl technique.
PROCEDURES
The researchers prepare letters addressed
to the specific sections. Will also provide
questionnaires which are based on uses and
effects of blended learning. Upon the
approval, researchers will distribute the
survey questionnaires to the Grade 6
students. After answering, researchers will
be retrieving the questionnaires. The
answers of the respondents to the
questionnaires will be tallied, analyzed, and
interpreted.
RESPONDENTS
The key respondents of the study must be
the students in all sections of Grade 6
students at Esperanza Elementary School.
The number of students were as follows:
30- 40, Grade 6 students.
INSTRUMENTS
The researchers will use questionnaires to
arrive at the conclusions. Questionnaires
were based on the effects of blended
learning on Grade 6 students at Esperanza
Elementary School which are formed into
statements enumerated in the
questionnaires.
RESEARCH DESIGN AND
METHODOLOGY
This chapter includes the method used to
achieve the objectives of the undertaking.
This also consists of the research design,
respondents, sources of data, research
instruments, the data gathering procedure
and the statistical treatment.
DATA ANALYSIS
A survey checklist will use wherein the
respondents will provide the information of
what is being asked on the questionnaire
prepared by the researchers. Quantitative
method of research will also use to
determine the number of respondents who
will respond on the survey that will be
conducted. In terms of selection of the
respondents, researchers use random
sampling – a method of choosing samples in
which all the members of the population
are given an equal chance of being selected.
It is an unbiased of selection as samples are
drawn by chance. There are various ways of
getting the samples through the simple
random sampling, but this study will only
use the fishbowl technique.
ETHICAL CONSIDERATION
Before the data gathering, the researcher
will give a signed letter from the research
instructor and the dean, contained the goal During the actual data gathering, the
of the study and the target respondents. researchers will guide the respondents and
will accompany them to fill out the survey
checklist.

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