REPUBLIC OF THE PHILIPPINES

REGION 1
DIVISION OF LA UNION
NAGUILIAN NATIONAL HIGH SCHOOL
IMELDA, NAGUILIAN, LA UNION

BLENDED LEARNING: INCREASING INSTRUCTIONAL EFFECTIVENESS IN

EDUKASYON SA PAGPAPAKATAO (EsP) SUBJECT OF GRADE 7 SPECIAL SCIENCE
CLASS STUDENTS

AN ACTION RESEARCH
by

ANTONETTE SANCHEZ ARRANZ

Teacher III
Edukasyon sa Pagpapakatao

Naguilian National High School

Imelda, Naguilian, La Union

April 29, 2016

Electronic copy available at: https://ssrn.com/abstract=3332875

I. SITUATION

Traditional physical classrooms have been dominantly employed in the transfer of

knowledge for the past 3,000 years (2001 ASTD State of the Industry Report). The last

universal technology in learning, the printed book, is over 500 years old. With the

introduction of major new technologies for learning and collaboration, we have uncovered

opportunities for profound improvements in quality, effectiveness, convenience and cost of

learning experiences. Learning experiences evolve to exploit combinations of both traditional

and technology-based learning methods called blended learning leaving a strategic impact

on both the learners and the teacher.

In the Naguilian National High School, its Regular Class, Open High School Program

and especially its Special Science Class have been optimizing blended learning

unknowingly. As observed by the researcher, computer-assisted lessons are executed by

the teachers. Discussions, lectures and various activities become more enticing to the

learners because of the use of technology such as PowerPoint presentations, video clips

and smart TVs combined with befitting instructional strategies.

After administering the pretest (diagnostic) to the 65 Grade 7 Special Science Class

students handled by the researcher in their Edukasyon sa Pagpapakatao (EsP) subject, the

percentages of mastery are 35.92% for 7-Einstein and 37.92% for 7-Archimedes

respectively. These figures are below the passing/average rate of 50%. But the advent of

blended learning made the application of right technology imperative in discussions and

class activities. Hence after effecting blended instruction, the results of written outputs and

performance tasks have shown a significant difference in academic performance. This is

actually square one eyed by the researcher geared to formalizing blended learning in the

school and community and enlightening everyone about its existence and substance in the

ivory tower because teaching and learning in the 21 st century calls for the connubial

partnership of technology and instruction.

Among a great number of relevant researches and articles on blended learning

strongly assert that: (1) Information is most effectively perceived when seen (Felder,

Electronic copy available at: https://ssrn.com/abstract=3332875

Reaching the Second Tier); (2) Learners experienced a significant increase in perceived and

actual learning (Lim et. al., Online Vs. Blended Learning: Differences in Instructional

Outcomes and Learner Satisfaction); (3) Blended learning has the proven potential to

enhance both the effectiveness and efficiency of meaningful learning experiences (Garisson,

Blended Learning: Uncovering Its Transformative Potential in Higher Education); and (4) It is

a formal education program in which a student learns at least in part through delivery of

content and instruction via digital and online media with some element of student control

over time, place, path, or pace (https://en.wikipedia.org/wiki/Blended_learning). Indeed,

blended learning, that is blending traditional teaching-learning methods with

technology/computer-aided instruction, transforms and improves the learning process.

With these data and facts presented, the researcher resolved to ascertain and qualify

blended learning as the 21st century learning in this action research entitled Blended

Learning: Increasing Instructional Effectiveness in Edukasyon sa Pagpapakatao (EsP)

Subject of Grade 7 Special Science Class Students.

II. PROBLEM

The study is geared towards increasing instructional effectiveness in EsP subject of

Grade 7 Special Science Class students through blended learning.

Specifically, it aimed to address the following sub-problems:

1. What is the profile of the student-respondents in terms of:

a. Age;

b. First Quarter Grades in Edukasyon sa Pagpapakatao; and

c. Technology frequently used?

2. What is the level of the student-respondents before and after implementing blended

learning?

3. How different are the students‟ outputs and scores in a traditional class versus blended

class?

4. What are the measures of instructional effectiveness?

Electronic copy available at: https://ssrn.com/abstract=3332875

III. GENERATION of ALTERNATIVE SOLUTION

This action research will employ hybrid or technology-mediated or web-enhanced or

mixed-mode instruction better known as blended instruction as the primary medium in

gathering data for this study. This blended instruction shall be exploited on the 65 Grade 7

Special Science Class students during their EsP classes handled by the researcher in order

to optimize blended learning in increasing instructional effectiveness.

As conceived in this model, learners mug up in a continuum. The teacher can teach

online, mobile and inside the classroom. Teachers may assign

advance tasks and homework online. They may use

applications such as Edmodo, Moodle, Canvas, Blackboard

Inc., Eliademy and the buzzword of everybody, Facebook. The

teacher should create a group and add her students into this

group. She can set target dates for each activity. These apps
Figure 1. Model of
Blended Learning can also be downloaded in mobile phones. Still, the teacher

and the learners interact affably in the classroom. Blended instruction allows learners to

study and to control [in part] the time, pace, and place of their learning.

To further execute blended instruction, teachers combine instructional modalities or

delivery media; combine instructional methods; and combine online and face-to-face

instruction.

It is in these contexts that this study shall employ blended instruction in blended

learning to increase instructional effectiveness.

IV. PLAN of ACTION

A. Objectives

The study is geared towards increasing instructional effectiveness in EsP subject of

Grade 7 Special Science Class students through blended learning.

Specifically, it ought to satisfy the following:

Electronic copy available at: https://ssrn.com/abstract=3332875

1. To identify the profile of the student-respondents in terms of age, first quarter grades in

Edukasyon sa Pagpapakatao and technology frequently used.

2. To identify the level of the student-respondents before and after implementing blended

learning.

3. To differentiate students‟ outputs and scores in a traditional class versus blended class.

4. To identify the measures of instructional effectiveness.

B. Time Frame

This study shall be conducted during the second semester of School Year 2015 –

2016.

C. Target Subjects

The respondents in this study are the 65 bona fide Grade 7 Special Science Class

students (7-Einstein and 7-Archimedes) handled by the researcher in their EsP classes in

Naguilian National High School. These respondents are a heterogeneous group whom

blended instruction shall be effected upon.

D. Activities to be Undertaken

TEACHER EXPECTED
TARGET STUDENTS ACTIVITIES
INVOLVED RESULTS
65 Grade 7 Special 1. Enlist the 65 Grade 7 1. Identified
Science Class students. the 65 Grade 7
students (7-Einstein Special
and 7-Archimedes) Science Class
Antonette S.
handled/ taught by the students whom
Arranz
researcher in their blended
EsP classes. instruction
shall be
effected upon.
2. Administer pretest 2.
(diagnostic). Record and Administered
analyze scores. pretest.
Recorded and
analyzed
scores.
3. Teach them using both 3. Taught them
traditional methods and using both
blended instruction. traditional
methods and
blended
instruction.
4. Keep track of their 4. Tracked

Electronic copy available at: https://ssrn.com/abstract=3332875

 progress through a table, their progress
graph or chart. through tables,
graphs or
charts.
5. Document lessons 5. Kept
traditionally and hybridly lessons
taught. traditionally
and hybridly
taught.
6. Note the results. 6. Recorded
Underscore the the results.
differences. Noted the
differences.
7. Graph the results from 7. Graphed the
traditional and blended results.
lessons.
8. Administer posttest 8.
(achievement). Record Administered
scores. Calculate the posttest.
difference using Paired t- Computed t
test (SPSS). value.
9. Interpret the results. 9. Interpreted
Highlight it. results and
cited related
literature.
10. Basing on the results 10. Identified
identify the measures of the measures
instructional effectiveness. of instructional
effectiveness
in their EsP
subject.

The teacher-researcher shall enlist the 65 Grade 7 Special Science Class students

then administer pretest (diagnostic test) then record and analyze scores. She will teach them

using both traditional methods and blended instruction. The teacher-researcher shall keep

track of learners‟ progress through a table or a chart, and will document lessons that are

traditionally and hybridly taught. She will note the results and underscore the differences.

These results from traditional and blended lessons shall be graphed to visually see the

increased instructional effectiveness. After administering posttest (achievement test), she

will calculate the difference in scores using Paired t-test (SPSS). She will also interpret the

results then highlight it. Basing on all these, she can finally identify the measures of

instructional effectiveness.

Electronic copy available at: https://ssrn.com/abstract=3332875

 E. Evaluation Criteria

Identified the 65 Grade 7 Special Science Class students whom blended instruction

shall be effected upon. The significant mean difference in their scores shall determine

increased instructional effectiveness after implementing blended learning. Evidences are the

recorded results of assessments, attached activities, pictures and other documentation.

F. Research Design

The Pretest-Posttest Experimental Research Design shall be employed in this study.

Dimitrov and Rumrill (2003) define pretest and posttest as “study designs that are widely

used across a range of scientific disciplines, principally for comparing groups and/or

measuring change resulting from experimental treatments.”

The respondents in this study are the 65 Grade 7 Special Science Class students (7-

Einstein and 7-Archimedes) handled by the researcher in their EsP classes during the SY

2015-2016 of the Naguilian National High School.

The study shall employ documentary analyses of learners‟ scores obtained from

pretest (diagnostic) and posttest (achievement). Data for this research will be gathered from

the results of the pretest and posttest. These data shall be treated using descriptive

statistics. Problems 1, 2 and 4 shall be answered within the duration of implementing

blended instruction and of course basing on the final result of Problem 3 which will be

determined using Paired t-test (SPSS). Data Analysis in Excel or t-test online calculator may

also be used to answer Problem 3. Finally, the results shall validate blended learning to be

operative and successful in increasing instructional effectiveness.

Electronic copy available at: https://ssrn.com/abstract=3332875

V. PRESENTATION and INTERPRETATION of RESULTS

As stated in the earlier paragraphs, the study is geared to formalizing/authenticating

blended learning to be efficacious in increasing instructional effectiveness. This portion of

the paper aimed to present the following:

I. Profile of the student-respondents as categorized into:

A. Age;

B. First quarter grade in EsP; and

C. Technology they use, both physical and virtual forms.

II. Level of the student-respondents before and after implementing blended learning.

III. Test analysis of the scores in pretest (diagnostic) and posttest (achievement) of

the 65 Grade 7 Special Science Class students in their EsP classes.

The data are presented in graphic and tabular forms as follow:

Graphs 1 and 2 – Age of Student-Respondents present the range of ages of the 33

7-Einstein and 32 7-Archimedes Special Science Class students. Among the 33 7-Einstein

students, 6 of them are 12 years old and 27 are 13 years old. Among the 32 7-Archimedes

students, 13 of them are 12 years old, 17 are 13 years old and 2 are 14 years old.

In a study conducted by Morris and Venkatesh (2006) entitled Age Differences in

Technology Adoption Decisions: Implications for a Changing Work Force, they have found

out that younger workers' technology usage decisions were more strongly influenced by

attitude toward using the technology. It means that they are more receptive to modern

technology hence in the case of the 65 Special Science Class students, they learn easier

through blending technology and instruction.

In an article written by Kay Stables entitled Critical Issues to Consider When

Introducing Technology Education into the Curriculum of Young Learners, she affirmed that

the propensity of the age group of young learners to engage in technological activity with an

enthusiasm, curiosity and lack of inhibition creates an optimum opportunity for development.

This is because their sheer excitement, wonder and enthusiasm for the world around them

make for an era of rapid development. Thus they learn more, better and easier.

Electronic copy available at: https://ssrn.com/abstract=3332875

 Graph 1

Age of Student-Respondents

7 – Einstein

30

25

20

15

10

0
12 years old 13 years old

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 Graph 2

Age of Student-Respondents

7 – Archimedes

18

16

14

12

10

0
12 years old 13 years old 14 years old

Electronic copy available at: https://ssrn.com/abstract=3332875

 Graphs 3 and 4 – First Quarter Grades in EsP 7 present the grades of the 7-Einstein

and 7-Archimedes students before implementing blended learning. Among the 33 7-Einstein

students, 3 of them were graded 88, 15 were graded 89, 6 were graded 90, 5 were graded

91, 3 were graded 92 and only 1 was graded 93. Among the 32 7-Archimedes students, 5

were graded 88, 12 were graded 89, 7 were graded 90, 1 was graded 91, 4 were graded 92,

and 3 were graded 93.

These graphs indicate that majority of the learners are graded 89. As stated in the

earlier sections of the paper, the researcher aimed to increase the instructional effectiveness

of the EsP subject of the student-respondents through blended learning. Therefore by the

end of the implementation of hybrid instruction, their grades should be higher as proof that

they leveled up.

Jimerson, Campos and Greif (2014), in their article Toward an Understanding of

Definitions and Measures of School Engagement and Related Terms included in the book

entitled Contemporary School Psychology, wrote that one of the indicators of school

engagement is the achievement of high grades. The level of the student-respondents with a

grade of 89 is described as Very Satisfactory. The others who got grades of 85 – 88 are also

described as Very Satisfactory. For the curriculum of the Special Science Class, the

researcher aimed to improve such grades and pull these into 90 and above. Only then will

the researcher conclude that in terms of school engagement, the utility of hybrid instruction

is really effective and positive.

Electronic copy available at: https://ssrn.com/abstract=3332875

 Graph 3

First Quarter Grades in EsP 7

7 – Einstein

93% 88%
92%

91%

89%

90%

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 Graph 4

First Quarter Grades in EsP 7

7 – Archimedes

93% 88%
92%

91%

90% 89%

Electronic copy available at: https://ssrn.com/abstract=3332875

 Graphs 5 to 8 – Technology Used (Physical and Virtual Forms) exhibit the exposure

of the student-respondents to technology. It can be gleaned from these graphs that among

the many available technologies, the learners are very familiar with smartphones, televisions

[now smart TVs], internet, Facebook, Google and word processing. These are nonetheless

the technologies employed by the researcher in the conduct of this study. These

technologies greatly helped the researcher in achieving the goal of this research – to

increase the instructional effectiveness of their EsP subject through blended learning.

In a study conducted by Verdugo and Belmonte (2007) entitled Using Digital Stories

to Improve Listening Comprehension with Spanish Young Learners of English, they have

found out that the use of technology, digital stories in this case, have improved the listening

comprehension of the young learners. They are somewhat in control of their time – they can

replay the digital story several times which helps them comprehend it better. As compared to

the traditional story books, it turned out at the end of their study that the learners who

participated in digital stories outperformed those who do not. The aid of technology in this

case improved and increased the listening comprehension of the young learners.

Moreover, Duderstadt et. al. (2002) wrote in his book entitled Higher Education in the

Digital Age that the use of technology in education are characterized as: (1) active rather

than passive; (2) radically changes the constraints of space and time; (3) exhibits an

extraordinary rate of evolution, relentlessly increasing in power by factors of 100- to 1,000-

fold decade after decade; and (4) unleashes the power of marketplace. It is active because

the 65 Special Science Class students personally socialize with technology – the internet,

Facebook, Google and their smartphones – in answering their homework and in

accomplishing their tasks. It changes the constraints of space and time because they can

[partially] control it. How? They use their smartphones to access the internet and connect to

their Facebook accounts to do their tasks in no time; less paper, less mistake, less hassle.

With the ability of the internet to retrieve large amounts of data in a matter of seconds

relieves them from the laborious trips to the library in locating information. And of course,

such technology-related skills polish them to become globally competitive individuals.

Electronic copy available at: https://ssrn.com/abstract=3332875

 Graph 5

Technology Used – Physical Forms

7 – Einstein

35

30

25

20

15

10

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 Graph 6

Technology Used – Virtual Forms

7 – Einstein

35

30

25

20

15

10

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 Graph 7

Technology Used – Physical Forms

7 – Archimedes

35

30

25

20

15

10

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 Graph 8

Technology Used – Virtual Forms

7 – Archimedes

35

30

25

20

15

10

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 This section of the paper shows the most interesting findings of the study.

Tables 1 and 2 – Level of the Student-Respondents Before and After Implementing

Blended Learning reveals the increased instructional level of the learners in their EsP

subject. It is amazing to note that towards the end of the implementation of hybrid instruction

to the student-respondents their levels have reached Outstanding which ranges from 90 –

100. It is a bull‟s eye for the researcher‟s efforts and innovation to result into this. A number

of papers and researches support it.

Donald P. Hoyt (1973) in his writing Measurement of Instructional Effectiveness

mentioned that student progress on relevant objectives is the rationale behind measuring

instructional effectiveness. With the increased level of the student-respondents from Very

Satisfactory to Outstanding, blended learning has gained its rightful reputation in increasing

instructional effectiveness in their EsP subject.

Theodore Frick in his lecture Improving and Assessing Instructional Effectiveness

cited Merrill (2001) that „instruction is most effective when it is problem-based, activates prior

learner knowledge, demonstrates what is to be learned, provides opportunities for guided

practice, and encourages integration with everyday life.‟ Furthermore, he added that

instructional effectiveness covers integration, activation, application and demonstration. In

this research, hybrid instruction is applied. Learners‟ prior knowledge on technology is put

into action. They are inspired to use technology in learning. Thus after the whole process,

they exercise such technological skills in dealing with everyday life.

Dr. Fourlis in her video Instructional Effectiveness (June 10, 2013) emphasized that

instructional effectiveness results into enhanced student learning, data-driven professional

development, and valid and reliable assessments. She added too that instructional

effectiveness conflates with lifelong learning and increased student‟s benefits.

According to Ronald A. Berk, a professor in Johns Hopkins University, USA, one

measure of instructional effectiveness is the practice of innovative teaching strategies. For

this study, the researcher used blended learning. It may be an old friend to other more

advanced countries but in the locality, it is a new but successful one.

Electronic copy available at: https://ssrn.com/abstract=3332875

 Table 1

Level of the Student-Respondents

Before and After Implementing Blended Learning

7 – Einstein

Before

Grade No. of Students Descriptor

88 3 Very Satisfactory
89 15 Very Satisfactory
90 6 Outstanding
91 5 Outstanding
92 3 Outstanding
93 1 Outstanding

Average Grade: 89.79 = Very Satisfactory

After

Grade No. of Students Descriptor

91 10 Outstanding
92 8 Outstanding
93 6 Outstanding
94 7 Outstanding
95 2 Outstanding

Average Grade: 92.48 = Outstanding

Electronic copy available at: https://ssrn.com/abstract=3332875

 Table 2

Level of the Student-Respondents

Before and After Implementing Blended Learning

7 – Archimedes

Before

Grade No. of Students Descriptor

88 5 Very Satisfactory
89 12 Very Satisfactory
90 7 Outstanding
91 1 Outstanding
92 4 Outstanding
93 3 Outstanding

Average Grade: 89.88 = Very Satisfactory

After

Grade No. of Students Descriptor

90 3 Outstanding
91 10 Outstanding
92 8 Outstanding
93 5 Outstanding
94 4 Outstanding
95 1 Outstanding
96 1 Outstanding

Average Grade: 92.13 = Outstanding

Electronic copy available at: https://ssrn.com/abstract=3332875

 Graphs 9 to 11 – Test Analysis of Scores in Pretest and Graphs 12 to 14 – Test

Analysis of Scores in Posttest exhibit the Mean, Standard Deviation (SD) and Percentage of

Mastery (POM) of the tests of the learners.

At the start of the study, the researcher administered pretest to the 65 Special

Science Class students. 7-Einstein‟s results were: Mean = 17.96; SD = 5.66; and POM =

35.92. On the other hand, 7-Archimedes‟ results were: Mean = 18.96; SD = 5.57; and POM

= 37.92.

After the duration of the implementation of hybrid instruction or blended learning to

the student-respondents, the researcher administered posttest to them and the figures

increased. 7-Einstein‟s results were: Mean = 33.97; SD = 3.71; and POM = 67.94. For 7-

Archimedes results were: Mean = 34.88; SD = 3.35; and POM = 69.76. The researcher can

conclude then that blended learning is effective in increasing the instructional effectiveness

in their EsP subject. How? A number of relevant researches can prove it.

Harvey Singh, the founder of NavoWave (www.navowave.com), an e-learning and

e-performance solutions company and previously the Chief Technology Officer at Centra

Software, wrote that: (1) a virtual classroom event is inclusive of remote audiences and,

when followed up with recorded knowledge objects (ability to playback a recorded live

event), can extend the reach to those who could not attend at a specific time; (2) combining

different delivery modes has the potential to balance out and optimize the learning

program development and deployment costs and time; (3) combining virtual collaborative

and coaching sessions with simpler self-paced materials, such as generic off-the-shelf

WBT, documents, case studies, recorded e-learning events, text assignments, and

PowerPoint presentations (requiring quicker turn-around time and lower skill to produce)

may be just as effective or even more effective. He also cited some evidence that blended

learning really works. Researches from institutions such as Stanford University and the

University of Tennessee proved that blended learning is better than both traditional methods

and individual forms of e-learning technology alone. Stanford University has over 10 years of

experience with self-paced enrichment programs for the gifted youth. Their introduction of

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 Graph 9

Test Analysis of Scores in Pretest (Diagnostic)

7 – Einstein

40.00

35.00

30.00

25.00

20.00

15.00

10.00

5.00

0.00
Mean SD POM

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 Graph 10

Test Analysis of Scores in Pretest (Diagnostic)

7 – Archimedes

40

35

30

25

20

15

10

0
Mean SD POM

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 Graph 11

Comparative Test Analysis of Scores in Pretest (Diagnostic)

7 – Einstein and 7 – Archimedes

40.00

35.00

30.00

25.00

20.00

15.00

10.00

5.00

0.00
Mean SD POM

Legend:

7 – Einstein

7 – Archimedes

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blended learning raised their completion rate up to 94%. On the other hand, the University of

Tennessee‟s Physician‟s Executive MBA (PEMBA) demonstrated an overall 10% better

learning outcome than the traditional classroom learning format.

Moreover, Bonk ad Kim emphasized on societal and governmental needs for blended

approaches such as when the SARS crisis forced entire cities and countries to consider how

learners and workers might best acquire access to knowledge without physical contact. It

might also fill an education or training need in countries facing political turmoil, corruption, or

poverty. For instance, individuals living in such precarious situations as those presently in

Iraq, Afghanistan, or The Sudan can certainly reap benefits from blended learning provided

that they have access to the Internet. There are also blended learning initiatives created by

institutional or governmental policies that seek to individualize learning opportunities such as

those in Korea and Malaysia. The benefits of blended learning are extensive. For instance,

some promote increased learning, others point to the reduction in the need for brick and

mortar, and still others allude to engagement, collaboration, success, ownership, and higher

quality learning.

Graham (2006) identified six major reasons in exploiting blended learning: (1)

improved pedagogy; (2) increased access and flexibility; (3) increased cost effectiveness; (4)

social interaction; (5) personal agency; and (6) ease of revision.

In the Action Research on Blended Learning Transformative Potential in Higher

Education- Learners’ Perspectives by Dzakiria, and Don (2012), it was found out that the

students felt they learned as much or more than they did in traditional method of

teaching and learning, were more motivated, and preferred hybrid courses over

traditional ones. Specifically, the research finding suggests that blended learning has the

potential of enhancing learning interactivity and minimizes the sense of isolation

amongst the learners. The authors found that students felt a greater sense of belonging

in those courses that used synchronous communication, although they enjoyed the

flexibility of asynchronous communication.

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 Graph 12

Test Analysis of Scores in Posttest (Achievement)

7 – Einstein

70

60

50

40

30

20

10

0
Mean SD POM

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 Graph 13

Test Analysis of Scores in Posttest (Achievement)

7 – Archimedes

70

60

50

40

30

20

10

0
Mean SD POM

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 Graph 14

Comparative Test Analysis of Scores in Posttest (Achievement)

7 – Einstein and 7 – Archimedes

70

60

50

40

30

20

10

0
1 2 3

Legend:

7 – Einstein

7 – Archimedes

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 To further validate the result of the pretest-posttest, the researcher also employed

paired t-test, a statistical technique that is used to compare two population means in the

case of two samples that are correlated. Paired sample t-test is used in 'before-after' studies,

or when the samples are the matched pairs, or when it is a case-control study. In this

particular study, the first and last quarter grades of the 65 student-respondents are

compared. It can be seen in Table 3 and 4 - t-Test: Paired Two Sample for Means that the t

computed (absolute value) is greater than the critical value.

For 7-Einstein, the t computed (absolute value ) is -32.28255932 which is greater

than t Critical one-tail 1.695518742 and t Critical two-tail 2.039513438.

For 7-Archimedes, the t computed (absolute value) is -21.84657244 which is greater

than t Critical one-tail 1.697260851 and t Critical two-tail 2.042272449.

In both comparisons, the difference is significant because the t computed (absolute

value) is greater than the critical value. It implies that blended learning is effective in

increasing the instructional effectiveness in the EsP subject of the student-respondents. It

can also be seen in the Means that blended learning has done a good job.

As cited earlier, blended learning gives room to improved pedagogy. It brings a level

of authenticity to the traditional classroom experience. Blended learning increases

access/flexibility to learning as one of the key factors influencing the growth of distributed

learning environments. Learner flexibility and convenience is also of growing importance as

more mature learners with outside commitments (such as work and family) seek additional

education. Blended learning also increases cost effectiveness by providing an opportunity for

reaching a large, globally dispersed audience in a short period of time with consistent, semi-

personal content delivery.

Blended learning is more than fashionable; it is training and educational delivery

method of choice. It is now standard part of the education and training lexicon. Blended

learning is seen in the linkages between instructors, learners, and classrooms. Of course,

blended learning might simply supplement course readings and activities with online articles,

simulations, events, and other resources.

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 Table 3

t-Test: Paired Two Sample for Means

7 – Einstein

88 91
Mean 89.84375 92.53125
Variance 1.555443548 1.67641129
Observations 32 32
Pearson Correlation 0.932031778
Hypothesized Mean Difference 0
Df 31
t Stat -32.28255932
P(T<=t) one-tail 9.9652E-26
t Critical one-tail 1.695518742
P(T<=t) two-tail 1.99304E-25
t Critical two-tail 2.039513438

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 Table 4

t-Test: Paired Two Sample for Means

7 – Archimedes

88 90
Mean 89.93548387 92.19354839
Variance 2.395698925 2.094623656
Observations 31 31
Pearson Correlation 0.928334307
Hypothesized Mean Difference 0
df 30
t Stat -21.84657244
P(T<=t) one-tail 2.81394E-20
t Critical one-tail 1.697260851
P(T<=t) two-tail 5.62789E-20
t Critical two-tail 2.042272449

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 Bonk and Graham (2004) stated that blended learning should focus to pedagogy and

technology. The teacher‟s choice of instructional strategies should be in consonance with

technological preferences. As for this particular research, the researcher employed blended

learning aka hybrid instruction using the internet, Facebook, MS Word, Google Forms and

Google Sheets respectively. As resulting from the pretest-posttest and paired t-test, the

outcome was significantly positive – that indeed blended learning increased the instructional

effectiveness in the EsP subject of the 65 Grade 7 Special Science Class students for the

School Year 2015 – 2016.

Always take note that for blended learning to become successful, the teacher must

use a blend of learning approaches in their strategies to get the right content in the right

format to the right people at the right time.

VI. CONCLUSIONS

In light of the findings of the study, the following conclusions are drawn:

1. In blended learning, the instructional strategy matches its technology. For this research,

Facebook and Google are the language of blended learning.

2. Appropriate use of technology is a major tool in blended learning. Facebook, known as the

world-wide used social platform, is also used as a virtual classroom where learners post their

queries, assignments and other tasks.

3. In this digital age, learners learn best through computer-mediated instruction. The aid of

internet provided the learners a different level of authenticity to their traditional classroom

setting. It matches the demands of 21st century learning providing them the 21st century skills

of critical thinking, creativity, communication, collaboration; the 21 st literacy skills of

information, media and technology; and the 21st life skills of flexibility, initiative, social skills,

productivity and leadership.

4. Blended learning promotes improved pedagogy, increased access and flexibility,

increased cost effectiveness, social interaction, personal agency, and ease of revision

(measures of instructional effectiveness).

Electronic copy available at: https://ssrn.com/abstract=3332875

VII. RECOMMENDATIONS

In view of the conclusions drawn, the following recommendations are formulated:

1. As part of the DepEd Computerization Program (DCP) stipulated in DepEd Order No. 78

s. 2010, schools should have its own computer facility to help learners meet the demands of

the 21st century education.

2. Applications/Software such as Google, Facebook and e-Mail among others should now be

used as part of the virtual classroom to augment classes or tasks missed during typhoons,

holidays or unexpected disruption of classes.

3. Students‟ use of smartphones, embedded with the aforementioned applications/software,

should be legitimized in classes only when its use is needed i.e. when the class exercises

blended learning.

4. Teachers, as the frontline movers of global education, should be equipped with proper

training in technology-assisted instruction. Seminars, trainings and workshops should be

allocated to them for free [if not, for a minimal amount] to transform them into the 21 st

century teacher.

VIII. REFLECTION

The journey towards the end of this study has been arduous and very demanding.

The goal of the researcher, though was perceived at first to be highfalutin, served its real

purpose. The student-respondents, though they are members of the Special Science Class,

also need additional scaffolding. As conceived by the researcher, the implementation of

blended learning can be compared to a drug-testing of a newly concocted medicine in

Europe. It is exciting yet taxing; painstaking but challenging.

With guidance from Dr. Irene Acuna, Ph.D. in Math, the researcher was able to arrive

at the correct interpretations of statistical figures. With the strict monitoring of the

researcher‟s significant other, the time table is achieved, at least almost completely. With the

participation of the learners, the study came out a success.

Electronic copy available at: https://ssrn.com/abstract=3332875

 This study was experimental in form because hybrid instruction is new in the school‟s

locality. Yet the researcher resolved to take the risk and prove that it is the trend in education

today. Why wait for the next age if it could happen today?

God has always been true to His words. “Mark 11:24 Therefore I say unto you, What

things soever ye desire, when ye pray, believe that ye receive [them], and ye shall have

[them].”

God is the Great Providence. “Job 12:12 With the ancient [is] wisdom; and in length

of days understanding.”

Electronic copy available at: https://ssrn.com/abstract=3332875

IX. BIBLIOGRAPHY

A. Books

Bonk, C. J. & Graham, C. R. (Eds.) (in press). Handbook of Blended Learning: Global
Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing, 2004.

Dimitrov, D.M. & Rumrill, P.D. Pretest-Posttest Designs and Measurement of Change. Work
20, 159-165, IOS Press, 2003.

Duderstadt, James J. Atkins, Daniel E. Houweling, Douglas Van. Higher Education in the
Digital Age. American Council on Education and Praeger Publishers, United States of
America, 2002.

Felder, Richard. Reaching the Second Tier: Learning and Teaching Styles in College
Science Education. Department of Chemical Engineering, North Carolina State University
Raleigh, NC 27695-7905, 1993.

Jimerson, Shane R. Campos, Emily. Greif, Jennifer L. Toward an Understanding of

Definitions and Measures of School Engagement and Related Terms. Contemporary School
Psychology. University of California, Santa Barbara, 2003.

B. Blogs

Blended Learning: Making it Work in Your Classroom. P.K. Yonge Developmental Research
School, Grades K-12 | Gainesville, FL. www.edutopia.org.

Blended Learning: Uncovering Its Transformative Potential in Higher Education. D.Randy

Garrison. Learning Commons, Room 525, Biological Sciences Building, University of
Calgary, 2500 University Drive NW, Calgary, Alberta, Canada T2N 1N4.
www.sciencedirect.com.

C. DepEd Order

DepEd Order No. 78 s. 2010

Guidelines on the Implementation of the DepEd Computerization Program (DCP)

D. Lectures/Fora

Dr. Andi Fourlis, Asst. Superintendent, Scottsdale Unified School District. Instructional
Effectiveness. June 10, 2013.

Theodore Frick. Improving and Assessing Instructional Effectiveness. Invited Lecture to IUB
Medical Sciences Faculty, October 14, 2002.

E. Magazines/Journals

A White Paper: Achieving Success with Blended Learning by Harvey Singh and Chris Reed,
Centra Software. 2001 ASTD State of the Industry Report, American Society for Training &
Development, March 2001.

Building Effective Blended Learning Programs by Harvey Singh

November - December 2003 Issue of Educational Technology, Volume 43, Number 6, 51-54.

Electronic copy available at: https://ssrn.com/abstract=3332875

Measurement of Instructional Effectiveness by Donald P. Hoyt. Research in Higher
Education, December 1973, Volume 1, Issue 4, pp 367-378.

Survey of 12 Strategies to Measure Teaching Effectiveness by Ronald A. Berk, Johns

Hopkins University, USA. International Journal of Teaching and Learning in Higher
Education, 2005 Volume 17, Number 1, 48-62.
The Glossary of Education Reform by Great Schools Partnership

Using Digital Stories to Improve Listening Comprehension with Spanish Young Learners of
English by Dolores Ramirez Verdugo and Isabel Alonso Belmonte, Universidad Autonoma
de Madrid (Spain). Language Learning and Technology, October 7, 2010.

F. PDF

Blended Learning: Let's Get Beyond the Hype. Margaret Driscoll, IBM Global Services
Consultant‟s point of view.

Critical Issues to Consider When Introducing Technology Education into the Curriculum of
Young Learners: Journal of Technology Education (Electronic Journals) by Kay Stables.
Multimodal Learning Through Media: What the Research Says. Charles Fadel, Global Lead,
Education; Cisco Systems, Inc.

G. Action Research/Thesis/Dissertation

Hisham Dzakiria, Mohd Sobri Don. (2012) Action Research on Blended Learning
Transformative Potential in Higher Education- Learners‟ Perspectives @ A.Wahab &
Hamzah Dato‟ Abdul Rahman, PhD Executive Development Centre, Universiti Utara
Malaysia, Malaysia.

Morris, M. G. and Venkatesh, V. (2000), Age Differences in Technology Adoption Decisions:

Implications for a Changing Work Force. Personnel Psychology, 53: 375–403. doi:
10.1111/j.1744-6570.2000.tb00206.x

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Electronic copy available at: https://ssrn.com/abstract=3332875