CYCLICAL BLENDED SYSTEM OF

FACEBOOK POSTS VIA

MESSENGER AND CLASSROOM
MATERIALS IN TEACHING
PRACTICAL RESEARCH I

Leo Andrew B. Diego, LPT

Teacher I
Proponent
 WHY THIS STUDY?
1) Blended learning is a format rapidly spreading in education
worldwide (Nazarenko, 2015)
2) Facebook becomes an educational learning tool (Montoneri,
2017)
3) Utilizing familiar technologies that students are comfortable
with, such as Facebook, helps in developing a successful
learning environment (Mazer et al, 2007). 
4) Students are constantly on social media (Espinosa, 2015).
5) The challenge is not only how to be economical to output
submissions of drafts but also on how to effectively teach the
subject to students given the fact that most of the teachers
are oriented from quantitative research backgrounds.
6) adapt innovations which can contribute to the academic
performance of learners by fusing online platforms and
classroom resources.
DEFINITION OF TERMS

Blended learning: a combination of face-to-face

classroom discussion and online interaction of
teacher and the learners (Merriam dictionary)

Cyclical: the system begins with identifying

challenges or problems to be incorporated in the
Daily Lesson Log. In so doing, it ends with
improving and refinement of working strategies and
innovative interventions per competency.

System: an organization of related

elements/concepts (Merriam dictionary)
CYCLICAL BLENDED SYSTEM OF FACEBOOK POSTS
VIA MESSENGER APP AND CLASSROOM MATERIALS
STAGE 1:
Developing Learning and
Teaching Plan( Identifying
Challenges)

STAGE 5
STAGE 2
Improving the blended
Designing Blended
learning experience
Learning Elements
( collaborative
(Clarifying Protocols)
interactions/ feedback)

STAGE 4
STAGE 3
Evaluating the
Implementing the Blended
Effectiveness of the
Design ( Monitoring
Blended design (Measure
activities)
Resuls)
CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT

Development of Blended
Cyclical Blended System
system of Facebook Quantitative research Online links for learning
Post via messenger procedure Practical Research I
app and classroom Descriptive Survey Sharing findings if
resources in Practical Method applicable to other
Research I Descriptive-Inferential subjects:
analysis SLAC/INSET
Online Journal
Publications
Research Questions
1. What is the demographic profile of the respondents in terms of:
 a. age, 
b. sex, and;
c. cellular phone with a Facebook application?
 
2. What is the performance of the respondents in using Facebook
in terms of;
a. duration of time in the day, 
b. accessibility of the internet, and;
c. load allowance?
 
3. What are the appropriate learning competencies which need
the use of a blended system of Facebook posts and classroom
materials in Practical Research I? 
4. What is the level of satisfaction of respondents on the use of a
blended system of Facebook Posts and Classroom materials in
terms of:
a) Video clips,
b) PowerPoint Presentations,
c) Handouts on soft copy/hard copy, and;
d) Reference links?
 
5. What is the level of effectiveness of using the blended system
of using Facebook posts via Messenger and classroom materials
to respondents in terms of:
a) quality,
b) efficiency, and;
c) timeliness?
 
6. Is there any significant relationship between respondents’
profile and the use of blended system of Facebook posts via
Messenger and classroom materials in Practical Research I?
SAMPLING PROCEDURE
Total/Complete Enumeration
(Purposive sampling)
This is based on selecting the individuals as
samples according to the purposes of the
research as his controls. A participant is chosen
due to good evidence that he is a representative
of the total population (Calmorin, 2016).

Eighty (80) participants of the study. 39 from

section Andromeda/41 from section Antennae
during the 4th quarter of S.Y 2018-2019.
DATA COLLECTION PROCEDURE
After getting the permission from the
administrators to conduct this action
research, the author formulated:
1) self-made questionnaire (subjected to
content validity index).
2)personal administration of the validated
survey questionnaires
LIKERT SCALE FOR COMPETENCIES

Numerical Weight Interval Estimate Verbal Description

 Interval Estimate
 Verbal Description
 4
4 3.51 – 4.50 Very Much Needed
 3.51 – 4.50 (VNM)
 Strongly Agree (A)

 3
3 2.51 – 3.50 2.51 – 3.50 Needed (N)
 Agree (A)

 2
2 1.51 – 2. 50 Less Needed (LA)
 1.51 – 2. 50
 Disagree (DA)
 1
 0.52 – 1.50
1 0.52 – 1.50 No Need (NN)
 Strongly Disagree (SD)
LIKERT SCALE FOR LEVEL OF SATISFACTION ON CBS

Numerical Weight Interval Estimate Verbal Description

 Interval Estimate
 Verbal Description
 4
4 3.51 – 4.50 VERY MUCH
 3.51 – 4.50 SATISFIED (VMS)
 Strongly Agree (A)
 3
3 2.51 – 3.50 2.51 – 3.50 SATISFIED (S)
 Agree (A)

 2
2
 1.51 – 2. 50
1.51 – 2. 50 DISSATISFIED (D)
 Disagree (DA)
 1
 0.52 – 1.50
1 0.52 – 1.50 VERY MUCH
 Strongly Disagree (SD)
DISSATISFIED (VMD)
LIKERT SCALE FOR QUALITY OF CBS

Numerical Weight Interval Estimate Verbal Description

4 3.51 – 4.50 STRONGLY AGREE

(A)
3 2.51 – 3.50 AGREE (A)

2 1.51 – 2. 50 DISAGREE (DA)

1 0.52 – 1.50 STRONGLY DISAGREE

(SD)
LIKERT SCALE FOR EFFICIENCY OF CBS

Numerical Weight Interval Estimate Verbal Description

 Interval Estimate
 Verbal Description
 4
4 3.51 – 4.50 VERY MUCH
 3.51 – 4.50 EFFICIENT (VME)
 Strongly Agree (A)
 3
3 2.51 – 3.50 2.51 – 3.50 EFFICIENT (E)
 Agree (A)

 2
2
 1.51 – 2. 50
1.51 – 2. 50 NOT EFFICIENT (NE)
 Disagree (DA)
 1
 0.52 – 1.50
1 0.52 – 1.50 VERY MUCH
 Strongly Disagree (SD)
INEFFICIENT (VME)
LIKERT SCALE FOR EFFECTIVENESS OF CBS

Numerical Weight Interval Estimate Verbal Description

 Interval Estimate
 Verbal Description
 4
4 3.51 – 4.50 VERY MUCH
 3.51 – 4.50 EFFECTIVE (VME)
 Strongly Agree (A)
 3
3 2.51 – 3.50 2.51 – 3.50 EFFECTIVE (E)
 Agree (A)

 2
2
 1.51 – 2. 50
1.51 – 2. 50 NOT EFFECTIVE (NE)
 Disagree (DA)
 1
 0.52 – 1.50
1 0.52 – 1.50 VERY MUCH
 Strongly Disagree (SD)
INEFFECTIVE (VME)
 DATA ANALYSIS
This study employed three basic steps of data processing,
namely, Categorization, (2) coding, and (3) tabulation of
data.

The following statistical tools were employed to treat the data.

1. Frequency and percentage were used to describe
respondents’ profile
2. Ranking was applied to determine the positional importance
of the different indicators.
3. Mean was used to determine the centrality of some data in
the study.
4. F-test two sample for variances was utilized to determine the
correlation between respondents’ profile and their use of
blended system being developed by the researcher.
RESULTS
Problem 1) What is the demographic profile of
the respondents in terms of:
 a. age, 
b. sex, and;
c. cellular phone with a Facebook application?
RESPONDENTS’ OWNERSHIP OF MOBILE PHONE WITH
FACEBOOK VIA MESSENGER APP
RESPONDENTS’ MOBILE PHONE DURATION OF USE IN A DAY
 
ACCESSIBILITY OF THE INTERNET
LOAD ALLOWANCE
 Problem Result Recommendations

2. What is the
performance of 31.25% spend 4-5 hours of Teachers could be more
respondents in using using mobile phone with specific in establishing
Facebook via Messenger app guidelines in responsible
facebook post via
in a day while 11.25% spend use of online learning
messenger in terms of: 7 and above hours within a when it comes to
day time/priority management
a. Duration of time in a
day, 78.75% have an access from Parents should support and
their mobile load on monitor the use of
b. Accessibility of the Facebook, 12.5% got an online/offline learning of
internet, and; access from their Home Wi- their children not on pure
Fi, 7.5% access internet entertainments but for
from internet shops and intellectual /academic
c. Load allowance?
school Wi-Fi is not engagement
accessible.
Learners should maintain
77.5% have a load allowance the value/habit of being
of 100.00 Php and below per economical in terms of
week, while 3.75% ranging load allowance
from 401.00 Php and above
weekly.
 Problem Result Conclusion Recommendations

3. What are the the computed other subject

appropriate mean value for The respondents teachers who
learning respondents’ NEEDED the use teach in different
competencies competency of a blended strands can adapt
which need the assessment is 3.36 system of and utilize
use of blended which means Facebook posts blended system in
system of NEEDED. This via Messenger their
Facebook posts means that app and contextualized
via messenger respondents need Classroom teaching-learning
and classroom the use of blended materials in process.
resources? system of learning
Facebook Post via competencies Such
Messenger and competences can
Classroom and should be
resources/material developed via
on learning integrating ICT
competencies in skills in DLL.
Practical Research
I
 Problem Result Conclusion Recommendations

4. What is the the computed The respondents Other students from

level of mean value for (Grade Eleven various academic
satisfaction of respondents’ level STEM) are and technical
respondents on of satisfaction is vocational and
satisfied with livelihood (TVL)
the use of blended 3.43 which means the use of a strands can adapt
system of SATISFIED. The blended system the system where
Facebook posts null hypothesis is of Facebook the same subject is
via messenger rejected. posts via being taught as part
and classroom Messenger app of their curriculum.
resources? and Classroom
materials in Moreover, it is
recommended that
Practical other teachers who
Research I. teacher different
subjects could adapt
and utilize the
development of
blended system
presented.
 Problem Result Conclusion Recommendations

5. 1.What is the The computed The Teachers could maintain

being critical on the
mean value for respondents
level of (Grade Eleven educational content of
respondents’
effectiveness of assessment on the STEM) agree their lessons, be more
enthusiastic in the
the blended quality of blended
with the teaching process
quality of
system of using system is 3.49 using a Teachers should explain
Facebook Post which means blended clearly the do’s and don’ts
via Messenger AGREE. Thus, the system of within the content and
null hypothesis is Facebook competencies of the
and Classroom rejected. posts via subject at the beginning
resources in Messenger of the quarter/semester

terms of: app and Learner’s progress should

Classroom be monitored not only
materials in weekly but also the
a. Quality, Practical performance of the
Research I students per meeting.
 Problem Result Conclusion Recommendations

5. 2What is the The use of a Teachers must

level of blended system of give clear
Facebook posts via directions for
effectiveness Messenger app and Cyclical blended
online
of the blended Classroom
system of
submissions of
Facebook posts via
system of using materials is Messenger app and requirements with
Facebook Post EFFICIENT Classroom corresponding
via Messenger (mean=3.68) in materials in time limits.
terms of timeliness Practical Research
and Classroom learning Practical I is efficient. Moreover,
resources in Research I. The teacher should be
terms of: null hypothesis is always available
rejected. to help students
a. Efficiency particularly to
guide them in
responding to
inquiries with
prompt feedback
and evaluation.
 Problem Result Conclusion Recommendations

5. 3.What is the The use of a The use of a Teachers must

level of blended system blended system give clear
of Facebook of Facebook directions for
effectiveness posts via
of the blended posts via online
Messenger app
Messenger app submissions of
system of using and Classroom
and Classroom requirements
Facebook Post materials is
materials is effective in with
via Messenger EFFECTIVE corresponding
terms of
and Classroom (mean=3.68) in timeliness in time limits.
resources in terms of output
terms of: timeliness submissions in Teachers should
learning Practical Practical be always
c. Timeliness Research I. The Research I. available to
of output null hypothesis is guide them in
submissions rejected responding to
inquiries with
prompt
feedback and
 Problem Result Conclusion Recommendations

6.Is there any The computed The use of a

There is a cyclical blended
correlation F-value
correlation system is highly
between obtained is between Grade recommended by
respondents’ 18.16176 which Eleven STEM the researcher
profile and the is significant students’ not only in
cyclical because it is profiles and the teaching
use of blended Practical
blended system greater than the
system of Research I but
of Facebook F critical or Facebook posts also in other
posts via tabular value of via Messenger subjects .
Messenger and 9.117182 with and classroom
classroom degree of materials in There should be an
Practical adequate academic
materials in freedom of 4 at policy,
Research I
Practical 0.05 level of administration
Research I? confidence. support of using
technologies in
Hence, the null education as one of
hypothesis is the “pillars” of
rejected. efficient learning
(Moore, 2002)
 OTHER RECOMMENDATIONS
Research Teachers could utilize the cyclical blended
system to teach the concepts and skills which could
help learners achieved the competency-based
performance tasks.
Teachers in different learning areas could improve
cyclical blended system comprising other subjects
to address challenges in teaching learning process.
Review the content and context of D.O 80 s.2003
which focuses merely on anti-bullying/immoral acts
of using cellphones during class hours and consider
the advantages of utilizing cellphone in responsible
way as educational learning tool among 21st century
learners.
THANK YOU FOR LISTENING!

EDUCATION IS
ADAPTATION
--Charles Darwin (Origin of the Species)