International Journal of English Literature and Social Sciences

Vol-8, Issue-3; May-Jun, 2023

Peer-Reviewed Journal

Journal Home Page Available: https://ijels.com/

Journal DOI: 10.22161/ijels

Eyeing Post-pandemic Learning: Reckoning the Effects of

Blended Learning Scheme
Rose S. Mukay, Irene M. Daguasi, Melanie S. Manuel, Lourdes Nicole Adeline
Cosmiano

Received: 06 Feb 2023; Received in revised form: 04 Jun 2023; Accepted: 11 Jun 2023; Available online: 19 Jun 2023
©2023 The Author(s). Published by Infogain Publication. This is an open access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/).

Abstract— Due to the increasing number of Covid 19 cases in the country, educational institutions adopted
various approaches which could cater the students’ needs and abide with the health protocol at the same
time. One of these approaches is the blended learning. This study looks into the effect of blended learning
to the academic performance of the BS Criminology students. A descriptive research design was utilized to
attain the research objectives while a documentary survey was conducted in gathering needed data. The
average grade of 126 BS Criminology students who were enrolled in school year 2019- 2020 and 2020-
2021 represented the academic performance of the students. The results of the study noted that there is
significant difference on the students’ academic performances before and during the implementation of
blended learning. The study further showed that BS Criminology students performed better with the
traditional learning approach than the blended learning. The test of association revealed that the academic
performance of students is significantly associated with the mode of learning. Moreover, it was shown that
better performance of the students is associated with traditional learning approach. Hence, this study
prompts the administrators and faculty members, especially in the BS Criminology program, to consider
strengthening and improving its traditional learning approach design and/or policy into a more constructive
and critical discourse for a more meaningful post-pandemic learning experience among students.
Keywords— Blended learning, traditional learning, academic performance, BS Criminology

I. INTRODUCTION consist of one or more program combinations like

Background of the Study combining online and offline learning environments;
combining collaborative and individual learning
Due to the on-going Covid 19 pandemic,
environments; combining structure and non-structured
educational activities in the Philippines were halted,
learning environments; combining pedagogical approaches
resulting in an unanticipated transition away from
(‘e.g. constructivism, behaviourism, cognitivism’) to
traditional learning and toward a system that focuses solely
produce an optimal learning outcome with or without
on digital teaching and learning. Due to limited movement
instructional technology. In the case of Kalinga State
during the pandemic, academic institutions have crafted
University, blended learning is the combination of modular
policies which could both cater the educational needs of
learning and online learning setup.
students and the health protocol as mandated. One of the
schemes plotted and implemented during the heights of the Online learning is creating educational resources,
pandemic was the blended learning scheme. There are delivering teaching, and managing programs using the
various definitions and approaches that describe blended internet and other key technology (Fry, 2001). Hrastinski
leaning. Contemporarily, blended learning, known as mixed (2008) noted that the two types of online classes,
learning, contains rich learning strategies. According to asynchronous and synchronous online learning, are being
Harvey and Chris (2001), a blended learning program may compared. Teachers, businesses, and institutions must be

IJELS-2023, 8(3), (ISSN: 2456-7620) (Int. J of Eng. Lit. and Soc. Sci.)
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Mukay Eyeing Post-pandemic Learning: Reckoning the Effects of Blended Learning Scheme

thoroughly aware of the advantages and disadvantages of academic performance of the BS Criminology students in
online learning to be productive and efficient. This article Kalinga State University.
added to the existing literature on online learning by Conceptual Framework
providing thorough awareness of the migration methods of
Several of the fundamental differences between
instructional delivery adopted by universities, faculty, and
learning online and in a traditional classroom setting were
students, challenges, and opportunities in the global fight
identified by McGovern (2004). These included the
against Covid-19. It also discussed the crisis-response
following: online learning requires students to have a
migration methods of higher educational institutions,
certain level of computer skills and equipment that may not
students, and faculty members into online learning and the
be necessary in the traditional environment; online
opportunities and challenges concerning Covid-19.
instruction does not permit students the opportunity to learn
Students pursuing higher education during Covid by hearing since audio presentations are not normally
19-Pandemic have embraced Online Learning setup. This available in online courses; and that online courses permit
type of learning is a challenge for the students. asynchronous learning rather than requiring students to be
Online setup of learning is one of the most recent in a classroom at a given time and place.
and innovative study methods to enter the pedagogy area Online teaching is the process of educating others
during this time of pandemic. There has been a significant via the internet. Various methods can be used, such as one-
movement in approaches in recent years. Students can now on-one video calls, group video calls, and webinars. You
learn on how to utilize the internet and computers .This can start teaching from any location (home, coffee shop, co-
numerous forms have evolved as new technology has been working space) and enrol students from various
introduced. Most colleges, high schools, and other backgrounds and geographical areas.
institutions throughout the have adopted this method of
Online courses are defined by the university as
instruction, and the number of students enrolled online
containing more than 75% of instructional time conducted
should have to embrace this new normal. There has been a
via the internet or web-based delivery methods.8 We define
great deal of research into the impact of online learning
Online as a binary variable equal to unity if the section was
setup on the academic performance of the students.
taught online and zero otherwise. The university first
The COVID-19 pandemic brought an education introduced online courses in the fall quarter of 2000. Our
crisis that forced schools to abruptly shift to online distance data began three years later (Fall, 2003) so the university
learning. Regardless of the challenges in this migration, the had ample opportunity to create the infrastructure to make
teaching–learning process should continue. Self-regulated online courses successful by the time our observations
learning skills are essential in learning in an online begin. Over our sample period, 89,600 different course
environment. In the study of Calamlam et.al in 2021 it was sections were taught, of which 1,584 (1.76%) were taught
reported that there is a subtle decrease in the perception of online. The average section enrols 16.8 students though the
the online learning environment at the start of the course. A enrolment distribution is heavily right-skewed with a
rise in the learning playlist scores has been observed at the number of sections enrolling hundreds of students, a fact we
start of the research methods course, but scores began to return to in the next section.
decline at the latter phases of the course. Results of
This study zeroes in to the effect of transitioning
regression analysis imply the influence of perception on the
traditional learning setup to an online procedure to the
online learning environment on self-regulated learning
academic performance of the BS Criminology students of
skills.
Kalinga State University. To attain this, the semestral
Traditional Learning was also compared to Online evaluation of the students in the pre-Covid school year is
Learning During the COVID-19 Pandemic based from the compared to the semestral evaluation when educational
faculty’s perspective. Alzahrani, M in 2021 investigated and strategy has been transitioned to blended and/or online
further revealed that students performed better online than learning setup. As a result, a policy can be made as to what
offline. He further argued that classroom activity has a strategy could be considered while pandemic is still on and
positive effect on the overall performance of the students. even when pandemic will be off.
Based on the above premises, this study was
conducted to look into the impact of online learning in the

IJELS-2023, 8(3), (ISSN: 2456-7620) (Int. J of Eng. Lit. and Soc. Sci.)
https://dx.doi.org/10.22161/ijels.83.55 341
Mukay Eyeing Post-pandemic Learning: Reckoning the Effects of Blended Learning Scheme

Process
Input

Output
academic evaluation documentary survey Post-pandemic
of Criminology educational
students for the first policy
semester of school Informal interview
year 2019-2020

academic evaluation
of Criminology
students for the first
semester of school
year 2020-2021

Fig.1. Conceptual paradigm

Statement of the Problem students before and during engagement with

In March 2020, the educational system in the blended learning.
country started to transition from the traditional teaching 2. The mode of learning is not associated with
and learning ways because of the Covid 19 pandemic. In the academic performance of the BS
order to adhere with the health protocols set by the Criminology students.
Department of Health, the Kalinga State University Significance of the Study
transitions to blended learning scheme. With the abrupt Determining the academic performances of the
change in the mode of learning, this study aimed to look into students before the Covid 19 pandemic and while it is on
its impact to the academic performance of the BS height gives a bird’s eye view to the academic managers and
Criminology students of the university. Specifically, this administrators of the university if there is a significant
study sought answers to the following questions: change brought by the learning scheme adopted by the
1. Is there a significant change in the academic university while adhering with health protocols. The result
performance of the Criminology students of of this study will serve as a baseline data in making policies
KSU when engaged with blended learning? regarding the mode of teaching and learning which suits the
2. Is there a significant association between the BS Criminology students.
mode of instruction and academic This study would also serve as a basis of the
performance of Criminology students? faculty members of the Criminology program in designing
Objectives of the Study their instructional strategies and procedure. With the
designed program of instruction, the BS Criminology
This study is guided by the following objectives:
students would benefit the most.
1. To compare the academic performances of the
BS Criminology students in the pre-pandemic
school year and while pandemic is at height. Scope and Delimitation
2. To test if there is a significant association The research is focused on determining whether
between the mode of learning and the the blended learning setup during the Covid 19 pandemic
academic performance of the BS Criminology affects the academic performance of the KSU Criminology
students. students. The study involved freshmen who are enrolled in
Hypotheses: the course for the school year 2019-2020. This study only
focused on the performance of these students who have
1. There is no significant difference in the
enrolled the course before the pandemic and during the
academic performance of the Criminology
implementation of the blended learning and teaching

IJELS-2023, 8(3), (ISSN: 2456-7620) (Int. J of Eng. Lit. and Soc. Sci.)
https://dx.doi.org/10.22161/ijels.83.55 342
Mukay Eyeing Post-pandemic Learning: Reckoning the Effects of Blended Learning Scheme

scheme. Students from other year levels were not involved between the two approaches. The students use the same
as participants of the study. The data gathered showed only strategy either online classroom or traditional classroom.
the general average of these students. Hence, varying In the study of Ni, A. Y. (2013) on Comparing the
variables like sex, age, or cultural background are not Effectiveness of Classroom and Online Learning: Teaching
utilized in testing difference on the academic performance Research Method, provides an evidence that the student
of the students involved. performance as measured by grade is independent on the
mode of instruction. Persistence in an online environment
II. REVIEW OF RELATED LITERATURE may be more challenging in research methods classes than
in other public administration classes.
Due to its enhanced accessibility and flexibility,
online education has grown in popularity. Online education The study on Students’ Perceptions of Teaching
has most recently been utilized in place of in-person and Social Presence: a Comparative Analysis of Face-to
instruction during the Covid-19 epidemic (Hodges et al., face and Online Learning Environments, indicates that
2020; Nierenberg, 2020). It was seen to be convenient students’ perceived stronger teacher and social presence in
allowing students to study at their own pace and time. the online section compared to the face-to-face section.
Students reported that online learning enabled them to hold (Bowers, J., & Kumar, P. (2015)).
a higher level of accountability for their own learning and On the other hand, the study on Online Learning
to learn independently. However, not all experiences were amid the Covid-19 Pandemic: Students’ Perspectives
positive (Sit, J. W., Chung, J. W., Chow, M. C., & Wong, Adnan, M., & Anwar, K. (2020) highlighted that online
T. K., 2005). learning cannot produce desired results in underdeveloped
Studies included in the meta-analysis that pertain countries where a vast majority of students are unable to
to fully online, semester-length college courses; there is no access the internet due to technical as well as monetary
trend in favor of the online course mode (Jaggars, S., & issues. The lack of face-to-face interaction with the
Bailey, T. R., 2010). The findings of the study in the instructor, response time and absence of traditional
research entitled “Comparison of Academic Performance of classroom socialization.
Students in Online vs. Traditional Engineering Course” Overall, previous research demonstrates that
reveals that the online pedagogy had a negative effect on student learning outcomes in a variety of online courses and
student academic performance when compared with the labs in elementary, secondary, and higher education are
traditionally taught group. This was true for all comparable (Faulconer & Gruss, 2018; Patrick & Powell,
demographics (gender, enrolment status, nationality) and 2009; Sun & Chen, 2016; U.S. Department of Education,
categories (high, medium and low academic performance) 2009; Weber & Lennon, 2007).
of students except for high performing students for whom Definition of Terms
online pedagogy shows promise (Bir, D. D., 2019).
Covid 19 Pandemic – this refers to the pandemic brought by
The online instruction provided during the Covid- the spread of the coronavirus disease which is caused by the
19 pandemic was an example of emergency remote teaching SARS-CoV-2 virus.
(ERT), which differs greatly from a thoroughly thought-out,
Mode of Instruction – this refers to the ways of which
well-designed curriculum. (Hodges et al., 2020).
learning experiences are delivered to students.
In the study of Nguyen, V. A. (2017) on the impact
Traditional Learning – this refers to the mode of teaching
of online learning activities on student learning outcome in
and learning before the Covid 19 pandemic hits. It includes
blended learning course, they found out that student-student
face to face engagements of teachers and students which
interaction has a greater impact on student learning
usually happen inside the classroom or school premises.
outcomes.
Online Learning – it refers to the use of the digital
In the research of Smart, K. L., & Cappel, J. J.
technologies and internet to deliver instruction to the
(2006) on Students’ Perceptions of Online Learning: A
students.
Comparative Study, the results indicate that the participants
in an elective course rated the online modules significantly Blended Learning – it refers to the combination of teaching-
better than those in a required course. learning methodologies in delivering instructions. In the
case of Kalinga State University, blended learning involves
Based on the finding of Hassan, A., Abiddin, N. Z.,
the use of learning modules and online learning.
& Yew, S. K. (2014) on the study the Philosophy of learning
and Listening in Traditional Classroom and Online Academic Performance – this refers to the overall
Learning Approaches, there is no significance difference performance of students in their enrolled subjects as

IJELS-2023, 8(3), (ISSN: 2456-7620) (Int. J of Eng. Lit. and Soc. Sci.)
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Mukay Eyeing Post-pandemic Learning: Reckoning the Effects of Blended Learning Scheme

described through their average grade for the semester or the blended learning scheme to the academic performance
school year. of the students, quantitatively. Also, interviews with the
Criminology Students – these are students who are enrolled participants who are conveniently available was informally
in BS Criminology program. done to verify data from their copy of grades. As a backup
method, observations of faculty members were sought.
Data Analysis
III. METHODOLOGY
From the true copy of grades of the students, the
Locale of the Study
general average was computed to determine their academic
The study was conducted in the main campus of performance. For this study, range of general average was
Kalinga State University particularly in the College of crafted to easily describe the academic performance of the
Criminal Justice Education. This college houses two students. General average ranging from 3.01 – 5.0 is marked
programs such as BS Criminology and Bachelor of Forensic as failed; 2.501 – 3.00, low; 2.0 – 2.50, average; and, 1.0 –
Science. For this study, only the BS Criminology students 1.99, high. To test the effect of the blended learning to the
were involved. academic performance of the students, paired sample t-test
Research Design was computed while test of association, specifically point
biserial correlation, was conducted for the attainment of the
The study descriptive research design as it aims to
second objective.
measure the effect of the blended learning scheme adopted
by the university in the academic performance of the
students. Documentary survey was utilized in the collection IV. RESULTS AND DISCUSSION
of data needed to attain the above-cited objectives. This type
Table 1 presents the comparison of the general average of
of data collection involves gathering and analyzing
the Criminology students before the adoption of blended
information using pre-existing data that is already available.
learning scheme and when engaged with the blended
These data can take the form of research papers, review
learning scheme.
articles, books, and official records (What is descriptive,
2021). Table 1. Difference on academic performance of
Criminology students before and while engaging with
Respondents/Informants/Research Participants of the
blended learning
Study
Standard
The study aims to look into the impact of the n Mean p-value
Deviation
blended learning setup in the academic performance of the
Criminology students. To meet the goal, the research Average
participants were the Criminology students who have before
undergone both the face-to-face and online learning adopting
126 2.2778 .27854
scenarios. Specifically, the first year students enrolled in BS blended
Criminology for SY 2019-2020 were considered as learning
participants of the study. scheme
0.002
Instrumentation Average
when
Since the study aims at looking into the impact of
engaged with
the blended learning setup to the academic performance of 126 2.5008 .80890
blended
the Criminology students, the general weighted average of
learning
the research participants during the face-to-face classes was
scheme
sought for comparison with their GWAs during the online
classes. Data were backed up with narratives of the
participants as to their experiences in both learning setups. The result of the test reveals that the BS
Data Gathering Procedure Criminology students performed better before the adoption
of the blended learning scheme compared to their academic
The data needed in the study were gathered
performance when blended learning is implemented. This is
through records review. The researches sought permission
proven by the higher general mean of 2.28 which is
from the dean of the College of Criminal Justice Education
described as average. Also noted from the test is that the
to access and review the true copy of grades of the research
general average of the students when engaged to blended
participants. These data aid in looking into the impact of

IJELS-2023, 8(3), (ISSN: 2456-7620) (Int. J of Eng. Lit. and Soc. Sci.)
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Mukay Eyeing Post-pandemic Learning: Reckoning the Effects of Blended Learning Scheme

learning is more varied/scattered than their general average Mode Average

before the adoption of the said learning style.
Pearson Correlation 1 .182**
From the documentary survey conducted, there are
11 failing marks noted during the semester where traditional Mode Sig. (2-tailed) .004
learning is adopted. However in the next school year when N 252 252
blended learning was mandated for implementation, the **
Pearson Correlation .182 1
number of failing marks increased by 300%. There were 6
students who dropped in SY 2020-2021. When asked Average Sig. (2-tailed) .004
through an informal interview, the weak signal and
N 252 252
insufficiency or lack of resources of the students during the
implementation of blended learning contributed to the **. Correlation is significant at the 0.01 level (2-tailed).
failing marks, low general average, and existence of
dropouts. This result seconded the study among engineering
The result of the study shows the significant
students taking up traditional and online engineering
association of the mode of learning and the academic
courses. Bir, D. (2019) iterated that there is a negative
performance of the students represented by their average
impact of the online pedagogy to the academic performance
grade (p < 0,05). Using a scatterplot diagram for
of the engineering students.
verification, it was found out that the higher average grade
Looking into the significance value of .002 which of students is associated with the traditional learning setup.
is lesser that the alpha (.05), the null hypothesis stating that Though the mean difference is quite small, the result in the
there is no significant difference in the academic test of association implies that Criminology students have
performance of the Criminology students before and during better academic performance before the implementation of
engagement with blended learning is rejected. This means blended learning. This result is in contrary with that of Vo,
that there is a significant difference in the academic H et. al. in 2017 which confirms that BL is significantly
performance of the students when learning scheme is associated with greater learning performance of STEM-
transitioned from traditional to blended. This is similar with disciplined students than with traditional classroom
the results generated by the studies conducted by Ceylan, V. practice.
et.al., (2017) and Li, Z et. al. (2013) which asserted
Summary
significant difference in the academic achievement score/
performance when exposed to face to face and blended Due to the health protocols of which everyone
learning. In contrary, empirical analysis done by Kwak, DW must adhere with because of the increasing number of Covid
et. al.in 2015 noted that introduction of blended learning 19 cases in the country, Kalinga State University adopted
among undergraduate students did not affect the academic the blended learning approach for the continuous delivery
performance of the students despite their preference of live of instruction. The results if this study noted that there is a
lectures over online learning delivery. No significant significant difference in the academic performance of the
difference was also asserted by Vo, H et. al. in 2017. BS Criminology students before and during the
implementation of the blended learning scheme. Moreover,
In the case of this present study, the change noted
there is a significant association between the mode of
in the academic performance of BS Criminology students
learning and the academic performance of the students.
upon implementation of blended learning is negative. This
is in contrary with the study of Bazelais, P. et al. (2018)
which suggests that the blended learning approach leads to V. CONCLUSION
more conceptual change, acquisition of more skills, and
From the aforementioned findings, this study
higher performance.
asserts that the mode of delivery of instruction affects
Table 2 presents the test of association of the mode of academic performance of learners. It further confirms the
learning and the academic performance of the BS effect of the blended learning scheme on student
Criminology students. performance in higher education setting. Moreover,
traditional learning approach is conjectured as better
scheme than the blended learning.
Recommendation
The findings of the study encourage the
implementation of traditional learning approach among
Criminology students. Blended learning, however, may be

IJELS-2023, 8(3), (ISSN: 2456-7620) (Int. J of Eng. Lit. and Soc. Sci.)
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Mukay Eyeing Post-pandemic Learning: Reckoning the Effects of Blended Learning Scheme

used to back up the former approach. Also, the result of the [15] Yeboah, A. K., & Smith, P. (2016). Relationships between
study prompts the administrators and faculty members, minority students online learning experiences and academic
especially in the BS Criminology program, to consider performance. Online Learning, 20(4), n4.
strengthening and improving its traditional learning
approach design and/or policy into a more constructive and
critical discourse for a more meaningful post-pandemic
learning experience among students.

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IJELS-2023, 8(3), (ISSN: 2456-7620) (Int. J of Eng. Lit. and Soc. Sci.)
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