Division of Masbate

Cataingan National High School

Cataingan, Masbate

“IMPACT OF BLENDED LEARNING MODALITY IN ACADEMIC PERFORMANCE OF

GRADE 11 STEM 1 STUDENTS IN CATAINGAN NATIONAL HIGH SCHOOL S.Y 2021-

2022”

A Research Proposal

Presented to the

Faculty of Cataingan National High School

In Partial Fulfilment

Of the Requirements for the

SENIOR HIGH SCHOOL PRACTICAL RESEARCH 1

ASHLEY NICOLE A. ANDAM

MA. KATHERINE V. CANOY

DANICA SHENE T. DIESMO

ALJON A. DELA FUERTE

LOVELY P. BEDRIJO

REA NHIE G. RETIZA

NONIE H. ABELIDA

BLESS MAY P. VILLARUBI

JENEVA MARIE B. OPTANA

JANUARY 2022
 ACKNOWLEDGEMENT
First and foremost, we greatly thank our most omnipotent God for the guidance and wisdom

given to us as well for the strength to overcome the challenges. We are overhelmed in all humbleness

and gratefulness to acknowledge our depth to all those who have helped us put these ideas, well

above the level of simplicity and into something concrete. We would like to express our special

thank of gratitude to our adviser Mr. Jazer B. Leuterio who gave us the golden opportunity to do this

wonderful research on the topic of “Impact of Blended Learning Modality in Academic Performance

of Grade 11 STEM 1 Students in Cataingan National High School S.Y 2021-2022”. Also, any

attempt at any level can’t be satisfactorily completed without the support encouragement and

guidance of our parent and friends. Thank you for all the respondents for their honest and

cooperative response to all the questions solicited in this study. Our thanks and appreciation also go

to our colleague and people who have willingly helped us out of their abilities.

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 ABSTRACT
There were many factors affecting the students in our new way of learning, which is modular

learning. The major challenges that students usually encounter are difficulties in studying alone

without the guidance of teachers, household chores that need to be done, noises at home that are a

hindrance for us to focus on answering questions, etc. Blended learning modalities tend to have us

students have difficulties in our own ways because of the different responsibilities in every

household. The study was carried out with 30 students. Five questions were used to collect data on

the efficacy of modality learning. The researcher showed that most students find modality learning

difficult enough for them to excel in class and have high grades. Based on the results of the

researcher, the blended learning modality is not effective for their mental and physical health.

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 TABLE OF CONTENTS

Acknowledgement……………………………………………..……………..……ii

Abstract………………………………………………………..………………..…iii

Table of Contents………………………………………………….……..………..iv

Chapter 1: Introduction…………………………………………………….……..1

Research Objectives……………………………………………………........……2

Chapter 2: Literature Review………………………………………………..…….3-6

Chapter 3: Methodology……………………………………………………..…….7

Research Design, Sampling Method, Data Collection, and Data Analysis…….….7-8

Chapter 4: Results and Discussion…………………………………………………9

Survey Results for Each Objective…………………………………………...……9-10

Chapter 5: Conclusion………………………………………………………..……11

References………………………………………………………………………....12-13

Appendix A: Letter or Request to Conduct the Study……………………………..14

Appendix B: Survey Questions……………………………………………………15

iv
 INTRODUCTION

Students in their senior year of high school are exposed to modular learning. It can affect the

academic performance of the students. But in the blended learning modality, there is a positive

impact on the learning process. Some researchers say that blended learning can enhance students'

learning outcomes, improve their skills, and improve students' motivation. It is an effective way of

achieving learning. They indicate that student engagement, student achievement, and positive student

perceptions of learning all increased when blended learning was used. Students developed other

additional skills because of blended learning, such as the ability to self-pace and self-direct.

Blended learning is effective based on the research performed by the institute of education. It

suggests that, when students are allowed to take part in both independent and mentored learning,

they are more likely to form stronger mental connections, leading to increased retention. Blended

learning can enhance the knowledge and learning of students through their own exploration and

research of certain issues and topics. Studies have shown that because blended learning incorporates

multiple methods of instruction from an assortment of perspectives, it proves to have an effective

learning outcome for most students involved. By incorporating technology into classroom

instruction, teachers are freed up to reach more students. Blended learning can promote deeper

learning, reduce stress, and increase student satisfaction. Students can easily connect with their

teachers, and teachers can become more engaged with their students. It is also an easy way to

improve the knowledge of the students and develop other skills.

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 RESEARCH OBJECTIVES

The research was conducted to study the impact of Blended Learning Modality in the

Academic Performance of Grade 11 STEM 1 Students in Cataingan National High School. The

following are its objectives:

1. To determine the effectiveness of the blended learning modality in the students'

2. To determine the psychological impact of the blended learning modality to the

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 CHAPTER 2
REVIEW OF RELATED LITERATURE
This review presents research about blended learning effectiveness from the perspective of

learner characteristics/background, design features and learning outcomes. It also gives the factors

that are considered to be significant for blended learning effectiveness. The selected elements are as

a result of the researcher’s experiences at a Ugandan university where student learning faces

challenges with regard to learner characteristics and blended learning features in adopting the use of

technology in teaching and learning. We have made use of the Loukis, Georgiou, and Pazalo (2007)

value flow model for evaluating an e-learning and blended learning service, specifically considering

the effectiveness evaluation layer. This evaluates the extent of an e-learning system's usage and its

educational effectiveness. In addition, studies by Leidner, Jarvenpaa, Dillon and Gunawardena as

cited in Selim (2007) have noted three main factors that affect e-learning and blended learning

effectiveness as instructor characteristics, technology and student characteristics. Heinich, Molenda,

Russell, and Smaldino (2001) showed the need for examining learner characteristics for effective

instructional technology use and showed that user characteristics do impact on behavioral intention

to use technology.

Research agrees that the success of e-learning and blended learning can largely depend on

students' as well as teachers' gaining confidence and capability to participate in blended learning

(Hadad, 2007). Shraim and Khlaif (2010) note in their research that 75% of students and 72% of

teachers were lacking in skills to utilize ICT based learning components due to insufficient skills and

experience in computer and internet applications and this may lead to failure in e-learning and

blended learning. It is therefore pertinent that since the use of blended learning applies high usage of

computers, computer competence is necessary (Abubakar & Adetimirin, 2015) to avoid failure in

applying technology in education for learning effectiveness. Rovai, (2003) noted that learners’

computer literacy
and time management are crucial in distance learning contexts and concluded that such factors are

meaningful in online classes.

This is supported by Selim (2007), who contends that learners must have time management

skills as well as computer skills in order to be effective in e-learning and blended learning. Self-

regulatory skills of time management lead to better performance and learners’ ability to structure the

physical learning environment leads to efficiency in e-learning and blended learning environments.

Learners need to seek helpful assistance from peers and teachers through chats, email and face-to-

face meetings for effectiveness (Lynch & Dembo, 2004). Factors such as learners’ hours of

employment and family responsibilities are known to impede learners’ process of learning, blended

learning inclusive (Cohen, Stage, Hammack, & Marcus, 2012). It was also noted that a common

factor in failure and learner drop-out is the time conflict which is compounded by issues of family,

employment status as well as management support (Packham, Jones, Miller, & Thomas, 2004). A

study by Thompson (2004) shows that work, family, insufficient time and study load made learners

withdraw from online courses. Learner attitudes toward blended learning can result in its

effectiveness, and these shape behavioral intentions that usually lead to persistence in a learning

environment, blended inclusive. Selim, (2007) noted that the learners’ attitude towards e-learning

and blended learning are success factors for these learning environments. Learner performance by

age and gender in e-learning and blended learning has been found to indicate no significant

differences between male and female learners and different age groups (i.e. young, middle-aged and

old above 45 years) (Coldwell, Craig, Paterson, & Mustard, 2008).

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 Learners in the study found Module to be an effective educational tool. In blended learning

set-ups, face-to-face experiences form part of the blend, and learners' positive attitudes towards such

sessions could mean blended learning effectiveness. A study by Marriot, Marriot, and Selwyn (2004)

showed learners expressing their preference for face-to-face due to its facilitation of social

interaction

and communication skills acquired from the classroom environment. Their preference for the online

session was only in so far as it complemented the traditional face-to-face learning. Learners in a

study by Osgerby (2013) had positive perceptions of blended learning but preferred face-to-face with

its step-by-stem instruction. Beard, Harper, and Riley (2004) show that some learners are successful

while in personal interaction with teachers and peers, thus preferring face-to-face in the blend. Beard,

however, dealt with a comparison between online and on-campus learning, while our study combines

both, singling out the face-to-face part of the blend. The advantage found by Beard is all the more

relevant here because learners in blended learning express attitudes towards both online and face-to-

face learning for an effective blend.

This will help us draw conclusions about the potential of blended learning's effectiveness.

Regarding knowledge construction, it has been noted that effective learning occurs where learners

are actively involved (Nurmela, Palonen, Lehtinen & Hakkarainen, 2003, cited in Zhu, 2012) and

this may be an indicator of learning environment effectiveness. Effective blended learning would

require that learners are able to initiate, discover and accomplish the processes of knowledge

construction as antecedents of blended learning effectiveness. A study by Rahman, Yasin and Jusoff

(2011) indicated that learners were able to use some steps to construct meaning through an online

discussion process through assignments given. In the process of giving and receiving among

themselves, the authors noted that learners learned by writing what they understood.

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 From our perspective, this can be considered an accomplishment in the knowledge

construction process.

Their study further shows that learners construct meaning individually from assignments, and

this stage is referred to as pre-construction, which, for our study, is an aspect of discovery in the

knowledge construction process. Predictors of blended learning effectiveness Researchers have dealt

with success factors for online learning or those for traditional face-to-face learning, but little is

known about factors that predict blended learning effectiveness in terms of learner characteristics

and blended learning design features. This part of our study seeks to establish the learner

characteristics/backgrounds and design features that predict blended learning effectiveness with

regard to satisfaction, outcomes, motivation and knowledge construction. Song, Singleton, Hill, and

Koh (2004) examined online learning effectiveness factors and found out that time management (a

self-regulatory factor) was crucial for successful online learning. Eom, Wen, and Ashill (2006) using

a survey found out that interaction, among other factors, was significant for learner satisfaction.

Technical problems with regard to instructional design were a challenge to online learners, thus not

indicating effectiveness (Song et al., 2004), though the authors also indicated that descriptive

statistics to the tune of 75% and time management (62% impact the success of online learning,

respectively. Arbaugh (2000) and Swan (2001) indicated that high levels of learner-instructor

interaction are associated with high levels of user satisfaction and learning outcomes. A study by

Naaj et al. (2012) indicated that technology and learner interactions, among other factors, influenced

learner satisfaction in blended learning.

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 CHAPTER 3

METHODOLOGY

This chapter is a presentation of the research design and methodology of the study employ in

the conduct of the study. This includes the research design, sampling method, data collection, and

data analysis.

A. Research Design

This conceptual structure was used in gathering data information to evaluate and deliberate

on the impact of blended learning on the academic performance of Grade 11-STEM 1 students in

Cataingan National High School, S.Y 2021-2022. The case study method is a learning technique

in which the student is faced with a particular problem. It involves analyzing a defined problem

consisting of a real situation and using real information as a methodological tool. The research

design allows the researchers to aim for this study through a survey method. This framework was

chosen to determine the effectiveness and psychological impact of the learning modality for the

Grade 11-STEM 1 students at Cataingan National High School.

B. Sampling Method

Researchers used a purposive sampling method in this study. This sampling method is used

because the Grade 11-STEM 1 students were considered the respondents. The respondents of this

study were (14) male and (16) female, for a total of (30) Grade 11-STEM 1 of Cataingan National

High School.

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Data Collection

The data were collected using an open- and closed-ended questionnaire as a reference and

response to the study's objectives. The questionnaire has only one section containing questions about

the impact of blended learning on the academic performance of grade 11-STEM 1 students in

Cataingan National High School, S.Y. 2021-2022, and how the students can overcome their

problems in this modality. All the data gathered from the respondents is confidential and obtained

only by the researcher and research adviser.

D. Data Analysis

The accumulated data from the survey using the questionnaire has been presented and typed

into an Excel Workbook. This reference was used to analyze the data. The chi-square test were used

to find out the impact of blended learning modality in academic performances of Grade – 11 STEM

1 students in Cataingan National High School S.Y 2021 – 2022. 20 out of 30 students who agreed

that the Blended Learning Modality was difficult to adapt accounted for more than half of a total

respondents which is 66.7%. 78.8% of students concluded that they were able to keep up with

lessons and tasks. Most of the students answered that too many activities and poor internet

connection are some of the factors that they found difficult in blended learning. While others

answered lack of assistance from teachers, no distribution of hard copies and health problems

occurrence. More than half of the students seek assistance in facing this new blended learning

modality. 30 students stated their opinions regarding on dealing with the challenges in blended

learning, most of them recommends seeking guidance from others, practice time-management, never

give up and don’t procrastinate.

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 CHAPTER 4

RESULTS AND DISCUSSION

20 out of 30 students who agreed that the Blended Learning Modality was difficult to adapt

accounted for more than half of a total respondents which is 66.7%. 78.8% of students concluded

that they were able to keep up with lessons and tasks. Most of the students answered that too many

activities and poor internet connection are some of the factors that they found difficult in blended

learning. While others answered lack of assistance from teachers, no distribution of hard copies and

health problems occurrence. More than half of the students seek assistance in facing this new

blended learning modality. 30 students stated their opinions regarding on dealing with the challenges

in blended learning, most of them recommends seeking guidance from others, practice time-

management, never give up and don’t procrastinate.

SURVEY RESULTS FOR EACH OBJECTIVE

Objective 1: What is the effect of the blended learning modality in the student’s academic

performance?

Among these 30 students, 66.7% said that it's difficult for them to adapt to this modality, and

78.8% said that they can't keep up with the lessons and tasks. It's clearly stated in the percentage that

they find it difficult to achieve high grades because of the factors and problems that they encounter

in this blended learning modality that stop them from gaining high grades.

Objective 2: What is the psychological impact of the blended learning modality to students?

The blended learning modality affects the psychological health of the students both positively

and negatively.

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 The positive impacts of the blended learning modality on the psychological health of students

are that it improves students' motivation because they will strive hard to study because the modules

are self-learning and enhances students' outcomes. The negative impact of this on students'

psychological health is that they experience anxiety because of the many modules and tasks they are

given. There are also cases of depression that kill students because of the stress they gain because of

the deadline. It also affects their social health because they can't go out.

Objective 3: What are the risk and factors that affect the academic performance of the students?

There are so many factors that affect the studies of students in the blended learning modality.

Students mostly said that the following affect them: lack of or unstable internet connection; lessons

that are hard to understand; the allotted time for answering the modules; lack of gadgets; time

management; unstable electricity; lack of a mentor or proper guidance; unhealthy studying routines

and unhealthy studying set up; financial problems; load for their digital phones; unclear topics; and

household chores that stop them from doing and answering their modules and tasks.

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 CHAPTER 5

CONCLUSIONS

A study regarding the impact of blended learning on academic performance of grade 11-

STEM 1 students in Cataingan National High School, S.Y 2021–2022, found an outcome of several

factors that highly strike the students to adapt to this kind of modality. More than half of the students

responded that a lack of teacher assistance and technology had affected their academic performance

as well as a poor internet connection in terms of studying. Furthermore, it is clearly stated that STEM

1 students find it crucial to keep up with the lessons and tasks. There were a lot of factors affecting

students' ability to adapt to this modality, but lack of teacher assistance and technology was one of

the major challenges that had an impact on their academic performance. Therefore, the researcher

concluded that the lack of teacher assistance and technology had an impact on the blended learning

modality in academic performance of grade 11-STEM 1 students in Cataingan National High School,

S.Y 2021–2022.

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Letter or request to conduct the study

MRS. JANICE A MARTIN

Assistant Principal

Cataingan National High School

Cataingan, Masbate

Madam:

We are requesting a permission from your good office to allow us to conduct our research

study in Cataingan National High School. This is in connection with our research study entitled "

Impact of Blended Learning Modality in Academic performance of Grade 11- STEM 1 Students in

Cataingan National High School S.Y. 2021- 2022".

Thank you for your favorable action on this regard.

Respectfully yours;

ASHLEY NICOLE A. ANDAM

MA. KATHERINE V. CANOY

DANICA SHENE T. DIESMO

ALJON A. DELA FUERTE

LOVELY P. BEDRIJO

REA NHIE G. RETIZA

NONIE H. ABELIDA

BLESS MAY P. VILLARUBI

JENEVA MARIE B. OPTANA

Grade 11- ABM 1

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 Researcher Appendix B: Survey Questions

A. Impact of blended learning modality

1. What is difficult for you to adapt to this modality?

2. Are you able to keep up with the lessons and tasks?

B. Coping and dealing the impact of blended learning modality

1. What are the factors or difficulties in blended learning that you find difficult?

2. Do you seek assistance when you run across problems? If so,why or why not?

3. What recommendations do you have to help other students deal with the challenges in blended

learning?

C. Rate how much learning you gained due to the effects of blended learning modality

Scale:

1 - Highest level of learning

10 - Lowest level of learning

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