CITI GLOBAL COLLEGE

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Effectiveness of Blended Learning on Academic Performance of Selected Second- and

By:
Haro, Alaiza G.
Llagas, Javes
Nabor, Joan
Reyes, Shaylla

Presented to the Faculty of the

2025

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is never static, as new ways of learning appear due to the development of

technology and teaching strategies to enhance the learning experience in the 21st century.

Perhaps the most significant shift that has occurred in the last time is the growth of the

blended learning models, which integrate offline and online teaching and learning.

Therefore, teachers who want to enhance students' learning outcomes must know how the

blended learning environment affects students' learning outcomes, particularly for college

students who are expected to demonstrate higher-order thinking, self-regulation, and

direction of their learning. This paper aims to explore the success of the blended learning

model for second and third-year college students, who were interviewed in this study.

These students, in the crucial phases of their learning process, are expected to deal with

more advanced topics, research studies, and practical applications. Through the combination

of online and offline learning strategies, blended learning offers flexibility and accessibility

while preserving the structure and personal interaction of the conventional classroom. Yet,

its real effect on student performance is controversial. A few studies indicate that blended

learning improves engagement and understanding, whereas others contend that students

have difficulty with self-paced instruction and a lack of immediate direction.

This study aims to evaluate if blended learning enhances academic achievement,

considering student motivation, learning styles, and instructional design quality. By

analyzing the experiences of selected college students, this study aims to provide valuable

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insights for educators, administrators, and policymakers in developing effective learning

approaches. Perhaps the most important question out there is how effective blended

learning is. You had better have this answer. The answer to this question will not only help

teachers but also will help students in the long run. In such an increasingly digital world,

students need to have blended learning integrated into their lives. This research will add its

findings to such discussion on the need for education in a changing society to meet the

ever-diversifying needs of the learners.

Theoretical Framework

Blended learning combines real-time classroom instruction with online education, creating

a more flexible, interactive learning experience. Based on Constructivist Learning Theory,

Cognitive Load Theory, and Self-Determination Theory, this research examines its influence

on academic success.

Constructivist Learning Theory (Jean Piaget and Lev Vygotsky) states that students learn

best when they actively engage with lessons rather than trying to memorize facts. This is

because Vygotsky's theory believes that there is a Zone of Proximal Development (ZPD) in

which the individuals require guidance before being able to complete tasks on their own.

As John Sweller states in Cognitive Load Theory, students learn best in small, digestible

chunks. Blended learning helps by utilizing multimedia that includes interactive duties,

structured lessons, and so forth so the students do not get overwhelmed.

Cognitive Load Theory, developed by John Sweller (1988), states that instructional

materials should be presented in smaller chunks that are easier for students to digest; in this

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way, you avoid giving them so much information at once (cognitive overload) that they can

make sense of what they are learning. Blended learning upholds this statement with

multimedia resources like hands-on interaction, planned lessons, and self-paced elements so

students do not feel overloaded. Combining in-person instruction with the use of digital and

interactive platforms catalyzes cognitive processing so that learning becomes more

meaningful and helps students retain knowledge better. The blended learning experience

maximizes the attention of students by minimizing the distractions they endure while

focusing on crucial learning tasks.

Lastly, there is a theory focused on motivation, Self-Determination Theory (SDT), by

Edward Deci and Richard Ryan. When students own their learning, when they can believe in

themselves and be actively engaged around teachers and classmates, they learn and perform

better. Blended learning addresses these needs by balancing flexibility with significant

interaction.

This research examines how these theories converge to improve student learning and

performance.

Conceptual Framework

Based on the above-cited theoretical framework, a research paradigm is conceptualized.

Blended Learning
The research centers on blended
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learning, where traditional and
technological forms of education
converge to provide greater
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The role of blended learning in enhancing student engagement and academic

Figure 1. Research Paradigm

This research investigates the impact of blended learning on the educational path of some

second- and third-year university students. According to Figure 1, blended learning integrates

face-to-face teaching with online instruction in such a way that the student enjoys greater

autonomy and interactivity. By combining the two, students have the flexibility of learning at

their convenience while still being able to receive personal advice and guidance.

The study will obtain data from students' grades, the comments, and the observations of the

instructors to check how effective this method is. It will delve into the ways students interact

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with online and on-campus activities, as well as how blended learning impacts their ability to

absorb information, think critically, and succeed in school.

The information will be gathered via surveys, interviews, and scholarly performance

assessments. Through the analysis of student experience, the research hopes to recognize

trends, issues, and best practices in blended learning. The findings will provide insightful

suggestions on how to better implement blended learning in higher education so that it

produces a relevant and effective learning experience for student

Statement of the Problem

This research endeavors to establish the efficacy of blended learning in comparison to the

academic achievement of the chosen second- and third-year college students. It attempts to

evaluate how blended learning affects the engagement of students, retention of knowledge,

and general academic success.

To address this main objective, the study will answer the following questions:

1. How is blended learning being implemented among students in terms of:

a. Participation in online learning activities

b. Engagement in face-to-face classes

c. Use of digital tools and resources

d. Overall student involvement

2. How well are students performing academically based on their Grade Point Average

(GPA)?

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3. What factors influence the relationship between blended learning and academic

performance, considering:

a. Age

b. Gender

c. Socio-economic background

d. Access to technology

e. Learning styles and preferences

4. Is there a significant connection between blended learning and students’ academic success?

5. Based on the results, what improvements can be suggested to enhance the blended learning

experience for students?

Scope and Delimitations

This research centers on the understanding of the effects of blended learning on the

performance of chosen second- and third-year college students. It seeks to investigate how

the learning modality affects students' engagement, memory retention, and general academic

performance.

The research will only include students from particular college courses that have adopted

blended learning. It will not extend to other modalities of learning like pure online and

traditional face-to-face. The data will be collected using surveys, interviews, and academic

performance records so that the findings are based on the actual experiences of students and

teachers within the chosen environment.

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Furthermore, the research will not quantify other outside variables that could influence

academic achievement, including personal motivation, mental health, or outside learning

assistance. Rather, it will concentrate on the interaction between blended learning and

academic performance within the confines of the chosen participants.

Significance of the Study

The results of this research can offer important information regarding the effectiveness of

blended learning and its influence on students, teachers, and future researchers.

Students. These studies help students in highlighting the effect of blended learning on their

learning and academic success. It has also provided them insights to understand how they can

capitalize on online and in-person learning.

Teachers. Therefore, teachers play a key role in the success of blended learning. This

research could allow them to optimize their teaching methods, draw students into

participation, and identify topics where they need additional support.

School Administrators. The findings can inform school administrators in developing more

effective policy and support systems for blended learning. It can assist them in formulating

strategies for enhancing student learning experiences as well as teacher performance.

Future Researchers. The present research will act as a reference for future research on

blended learning. It will add to the existing knowledge base on new methods of teaching and

their effects on academic achievement.

Definition of Terms

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To further make this research clear and easier to comprehend, the following are some

meanings of important terms enlisted according to the perspective of the research:

Academic Performance. Students do well in school, which is often measured by grades,

tests, and GPA.

Blended Learning. An educational approach that combines face-to-face classes with

online classes so students can learn more flexibly and interactively.

Digital Tools. Technology-driven learning materials such as online quizzes, video

conferencing, interactive platforms, and multimedia content that facilitate blended

learning.

Face-to-Face Learning. The conventional mode of learning where students and

instructors interact face-to-face for lessons, discussions, and activities.

Flexible Learning. A student-centered strategy that allows learners to study at their own

pace, combining in-class and online learning.

Learning Retention. How well learners retain and use what they've learned over time,

whether through online or classroom lessons.

Online Learning. A learning environment where students utilize web-based platforms,

video lessons, and digital resources to learn outside of the classroom.

Student Engagement. The degree to which students are involved in and excited by their

learning — whether through online exercises or conversation in the classroom.

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Chapter 2

REVIEW OF RELATED LITERATURE

Introduction

This chapter covers literature and studies relevant to understanding the effects of blended

learning on academic performance of second- and third-year college students. The review

examines student blended learning both nationally and internationally, highlighting both local

and global involvement and performance.

Academic Performance and Blended Learning

Blended learning is a hybrid instructional model which combines face-to-face and online

learning. According to Graham et al. Based on that of (2021), blended learning is effective in

increasing the involvement of students and delivering personalized learning experiences for

learners, resulting in better academic performance. Researchers Johnson and Miller (2022)

found that students who took courses in blended learning performed 15% better on

standardized tests than traditional classrooms. Similarly, Anderson et al. A meta-analysis by

Hwang et al. (2023) for example demonstrated that blended learning was 20% more effective

than conventional methods on student retention rates.

Background The efficacy of blended learning is currently being studied in how it will be

adapted in the Philippines, as the learning situation is different compared to the previous

methods of learning. Cruz et al. previously reported that university students in blended

courses outperformed students in purely face-to-face or online courses (2017). On the

contrary, Santos and Villanueva (2023) showed that students from isolated areas faced

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certain problems with internet access, resulting in a 10% loss in academic performance

regarding urban students.

Student Engagement in Blended Learning

Blended learning allows students to take a more active role in their learning, as traditional

face-to-face learning is combined with technology. Smith et al. (2020) which states that

learner paced learning resources and interactive forums also contribute to significant

increases of learner josephs. For instance, Williams and Roberts (2021) found that blended

courses that integrated gamified learning tools experienced a 25% increase in student

engagement.

One study found that students that actively engaged with both online and face-to-face

components found that the students who engaged in both elements of blended learning were

18% more likely to achieve better grades than those who engaged in only one mode of

instruction (Chen & Huang, 2023). Additionally, Castro et al. According to (2022), flexibility

in learning offered by blended learning helps to enhance student motivation and decrease

dropout rates.

In the context of the Philippines, Reyes et al. (2020) found that when college students

participated in blended environments, their learning experiences improved. Decreased Stress

Levels: In one study, students who engaged with asynchronous learning firms were 22%

more focused and performed higher on their classes. However, Villanueva et al. (2023)

revealed that technological hindrances, including slow internet speed, limited the

participation of students from rural backgrounds in online schooling, impacting their

academic outcomes as a result.

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Challenges in Blended Learning Implementation

Blended learning is beneficial, but it has challenges that can affect performance. As Davis

and Brown (2020) reported, the most important obstacles include time management

problems and technical issues. Furthermore, Rodriguez et al. (2021) showed how first-time

online learners found the blended format difficult to cope with, ultimately hindering their

performance in their first semester academically.

Blended learning is still new to the Philippine educational system. According to Garcia and

Villanueva (2023), the shores of stable digital infrastructure benefit urban institutions but

limit rural colleges and other rural institutions from making learning efficient. Similarly, Cruz

and Ramirez (2024) discussed the role of institution support systems on blended learning

initiatives. According to their findings, students with adequate training and support from their

institutions had a 30% better academic performance.

Synthesis

Previous studies have demonstrated the effectiveness of blended learning on student

engagement and academic performance (Anderson et al., 2023; Graham et al., 2021).

Research has shown that students in high-quality blended learning programs outperform their

peers on assessments and have better retention rates. Nevertheless, roadblocks like digital

access and self-discipline still impact its efficiency (Villanueva et al, 2023; Davis & Brown,

2020).

This study tries to enhance new knowledge and investigate the significant effect of blended

learning on second- and third-year college students' academic performance. Class led By

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determining both opportunities and challenges presented by blended learning, this study

provides recommendations for effectively undertaking blended learning within higher

education institutions.

Chapter 3

METHODOLOGY

Presented in this chapter are the descriptions of research methodology including research,

design, research locale, population and sampling, respondents of the study, research

instrument and data collection procedure.

Research Design

This research is correlational as it examines the relationship between blended learning and

the academic performance of second and third-year college students. The specific approach

adopted in this study is quantitative, whereby statistical analysis is performed to measure the

association between the engagement of learners with the blended learning activity and their

academic success. You have this design that combines the analysis of associations between

variables without manipulation and works for the verification of students' outcomes in a

natural educational context.

Research Locale

The study is scoped only to the Higher Education institutions that have blended learning

implementation as one of the Instructive Strategies. These institutions were selected due to

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their established application of blended learning methodologies, providing an appropriate

environment to investigate its effect on academic performance.

Population and Sampling

The target population is composed of second and third-year college students taking blended

learning classes in that academic year. The participants were selected using stratified random

sampling to assist in data collection in proportion to students from each year level (2nd year

and 3rd year). Using G*Power analysis, we calculate the sample size needed for enough

statistical power for the correlation analysis (considering a small effect size).

Respondents of the Study

The study includes students who meet the following criteria:

 Currently enrolled in a blended learning course

 Second- or third-year level

 Willing to participate in the study

A total of 180 respondents were selected, with equal distribution among year levels.

Category Number of Respondents

Second-Year Students 90

Third-Year Students 90

Total 180

Research Instrument

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There is a researcher-made questionnaire to assess the relevance of blended learning in

engagement and performance. The instrument has the following sections:

Demographics – Age, Gender, Year Level, and previous experience with Blended Learning

of the student.

Blended Learning Engagement Scale – A four-point Likert scale (Very Good, Good, Fair,

Poor) is used to evaluate student engagement.

Literacy Numeracy – Self Evaluation- Measures reported growth towards comprehension,

problem-solving, and other foundations of learning.

The instrument is validated by experts for clarity, relevance, and consistency. Pilot testing is

done to fine-tune the questionnaire before overall implementation.

Data Collection Procedure

1. Approval and ethical clearance – The school authorities are approached, and ethical

guidelines are followed to maintain the confidentiality of the respondents

2. Distribution of Survey — The questionnaires are distributed in the form of online

forms as well as hard copies.

3. Response Aggregation – Build up responses over 3 weeks and encode them for

analysis.

Instrumentation

Survey Questionnaire

Title: Effectiveness of Blended Learning on Academic Performance of Selected Second-

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Objective: This survey aims to evaluate students' experiences and perceptions of blended
learning and its impact on their academic performance. Your responses will remain
confidential and will be used solely for research purposes.

Section 1: Demographic Information

(Please select the appropriate option)

1. Age:

o 18 years old and below

o 19–20 years old

o 21 years old and above

o Male

o Female

o Prefer not to say

3. Year Level:

o Second Year

o Third Year
4. Mode of Learning Preference:

o Face-to-Face

o Online Learning

o Blended Learning (Combination of Online and Face-to-Face)

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Section 2: Effectiveness of Blended Learning

(Please rate the following aspects based on your experience with blended learning using the
scale below.)

🔹 Scale:
Very Good (4) | Good (3) | Fair (2) | Poor (1)

1. The effectiveness of blended learning in improving my understanding of course

o 4 (Very Good)

o 3 (Good)

o 2 (Fair)

o 1 (Poor)
2. The ability of blended learning to keep me engaged and motivated in class.

o 4 (Very Good)

o 3 (Good)

o 2 (Fair)

o 1 (Poor)
3. The accessibility and convenience of learning resources in a blended learning setup.

o 4 (Very Good)

o 3 (Good)

o 2 (Fair)

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o 1 (Poor)
4. The effectiveness of online discussions and activities in supplementing face-to-face
learning.

o 4 (Very Good)

o 3 (Good)

o 2 (Fair)

o 1 (Poor)
5. The impact of blended learning on my academic performance (grades and
comprehension).

o 4 (Very Good)

o 3 (Good)

o 2 (Fair)

o 1 (Poor)
6. The efficiency of communication and interaction with professors and classmates in
a blended learning environment.

o 4 (Very Good)

o 3 (Good)

o 2 (Fair)

o 1 (Poor)
7. The effectiveness of assessment methods (quizzes, exams, projects) in evaluating
my learning.

o 4 (Very Good)

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o 3 (Good)

o 2 (Fair)

o 1 (Poor)
8. The ability of blended learning to enhance my time management and self-
discipline.

o 4 (Very Good)

o 3 (Good)

o 2 (Fair)

o 1 (Poor)
9. The availability of technical support and resources (internet connection, learning
platforms, devices) for effective blended learning.

o 4 (Very Good)

o 3 (Good)

o 2 (Fair)

o 1 (Poor)
10. My overall satisfaction with the blended learning approach in my college education.

 4 (Very Good)

 3 (Good)

 2 (Fair)

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 1 (Poor)

Section 3: Additional Feedback

(Please provide additional comments or suggestions about blended learning and how it can
be improved.)

Thank you for your participation! Your insights will help in evaluating and improving
blended learning strategies for better academic performance.

Data Analysis

Using percentage analysis, this study examines the difference between the degree to which

blended learning engagement (independent variable) correlates with academic performance

(dependent variable) among second and third-year college students. This methodology will

help to quantify trends and examine if a significant association exists between the two

variables.

The subsequent statistical methods are implemented:

1. Descriptive Statistics –

The demographic profile of respondents, which includes age, gender, year level, and

previous exposure to blended learning, was analyzed through Frequency and Percentage

Distribution.

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Percentage Scores are calculated to identify the percentage of students that are Highly

Engaged, Moderately Engaged, and Less Engaged in blended learning.

Percentage-Adjusted Academic Achievement – Grades are grouped into performance

classifications (e.g., 90% and above = Excellent, 80–89% = Very Good, 70–79% = Good,

below 70% = Needs Improvement).

2. Percentage correlation analysis –

The percentage contribution of blended learning to student performance is analyzed

by calculating the percentage of students achieving a specific performance level per

the level of blended learning.

We also analyze what percentage of students with increasing engagement levels will show

higher academic performance.

The proportion of students also is analyzed in terms of lower engagement and performance.

3. Interpretation of Results –

If a greater proportion of highly engaged students achieve outstanding academic

performance, a positive relationship is suggested.

The study analyzes other potential influences if the rates don't match performance.

This raw data is cleaned and verified before analysis to ensure accuracy. Percentage

calculations are performed using Excel or SPSS statistical software, which guarantees a

systematic and data-driven method.

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This technique gives a simple, numerical visualization of how engagement in blended

learning impacts academic performance in the college population.

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