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Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Had the world been filled with people who do not induce in making changes,

human beings would have not been existent today. The continuous propagation of

mankind is a core proof of the knowledge that has been divinely endowed during the

primitive era. The primeval people visibly strived hard to achieve education, reflective of

the perks that all of us have been enjoying in this century. The strategy in learning has

really driven along the curves over the passing years, the room for improvements has

been occupied and the occupants have bought lots to build vacancies. Merely, the

evolution of education has continually upgraded and will continue to do so in the future

by the aid of those who have obtained knowledge through education. Today, the youth

are appointed as the 21st century learners and the endearment goes beyond the mere

meaning of the claim. Being a part of the 21st century, students are automatically

assigned to engage in acquiring the core competencies of learning such as critical

thinking, problem solving, cooperation, and digital literacy.

Synchronous to the modernization all of us have been enjoying today, mediums

to helping a certain learner has also developed from printed materials to e-learning

modules. In fact, the internet has been become a medium in educating learners as of

today. Aside from these, tactics in helping a certain student on his pedagogical needs

has been invented. In today’s classrooms, most traditional ways in learning are slowly

adapting to some wide changes. With the evolution of technology, it is likely conceivable

to transform the way people discover and understand the facts presented to them. In
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the traditional way of learning, students learn through a frontal session with the teacher.

Students are granted access to the instructors, they interact with one another and they

learn through that method. But as it has been previously said, we are bound to adapt to

changes for changes are constant in this world. Therefore, mentors and students are

bound to meet the challenges of coping up with the revolution of learning. A highlight of

all these changes is Blended Learning (BL). BL involves a student learning partly

through online instruction and partly with a teacher in a school building. Students may

complete online instruction in a classroom, a computer lab, or at home, with varying

degrees of control over time, place, path, and pace. (Denisco, 2013) However, BL

appears to have been in use since the popular advent of the Internet and the World

Wide Web in the late 1990s however, like many other Internet buzzwords around this

time (e.g., new economy, e‐learning), its precise connotations have changed and

subsequently converged and stabilized. From 2006 to the present, blended learning has

been understood as a combination of face‐to‐ face and technology‐mediated

instructional forms and practices. At the same time, the phrases “face‐to‐ face” and

technological mediation themselves may generally benefit from further definition and

contextualization. (Freisen, 2012) For this reason, this portion from the introduction aims

to map out the definition of BL in simple words. Generally,

the term blended learning is applied to the practice of using both online and in-

person learning experiences when teaching students. (edglossary.org, 2013)

In America, two-thirds of the nation’s 14,000 districts offered some kind of BL

option in 2012, according to a the 2013 version of the by the Evergreen Education

Group annual “Keeping Pace with K-12 Online and Blended Learning” report, BL is
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spreading quickly. The “Keeping Pace” report found that fully blended schools are

operating in at least 24 states and Washington, DC. Online and blended programs are

now growing more rapidly in public schools than they are in charters, the report found.

By 2019, about 50 percent of all high school courses will be online, the Clayton

Christensen Institute estimates (Denisco, 2013).

And since blended learning has become mainstream on other countries for the

passing years, the Father of IT in the Philippines, Dr. Amable A. Aguiluz, initiated the

unique blended learning system in the Philippines. The blended learning that AMAES

proposes states that they provide education without borders, and just last school year

2016-17, the pioneering batch of Kto12 education in the Philippines, AMABE Grade 11

students have experienced Blended Learning— 50% with teacher in school and 50%

online. Three days a week, they do confrontational learning with the teacher. The latter

two days, they study online on their own at their chosen place, time and pace giving

them the opportunity to better understand a subject matter before moving on to the next

topic. (AMAES News, 2016) This drew the interest of the researchers in probing into the

problem, the education system of AMA was reachable to the researchers and the

results of it towards the learning of the students are found intriguing. Thus, the

existence of this paper.

Although, there is no comprehensive research on blended learning outcomes yet,

but some early results are promising. A 2010 Department of Education analysis found

that students in blended courses outperformed those in both fully online courses and

face-to-face courses (Denisco, 2013). In fact, BL methods can also result in high levels

of student achievement more effective than face-to-face learning. (Sarepetici & Cakir,
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2015). This is because students become self-driven and responsible, tracking their

individual achievements, which helps develop the ability to find the resources or get the

help they need, self-advocating so they can reach their goals. The use of eLearning

materials increases a student’s ability to set appropriate learning goals and take charge

of his or her own learning, which develops an ability that will be translatable across all

subjects. (Giarla, 2015) However, there is a scarcity of network infrastructures in the

Philippines which leads us to talking of the drawbacks of BL. BL has potent

disadvantages especially dealing with the online system which is crucial in blended

learning. Internet connection is massively used in blended learning. In order to stay

connected to the course, both of the teacher and students need internet connection. It is

not a big problem if blended learning is applied in a school which has stable internet

connection or in a downtown which is under coverage of an adequate internet network.

Both of the teacher and students will be able to access and use internet connection

properly. (yuridinugroho.wordpress.com, 2013) Another critical issue is access to

network infrastructures. Although the digital divide is narrowing as the internet becomes

more pervasive, many students do not have pervasive and ubiquitous access to the

Internet—even in their classrooms. (Ramirez, 2016) Another one that is worthy to

address is the pace of advancement: What primarily looks like an upside turns into a

downside when you come to review specific learning scenarios. For example, the use

of lecture recording may actually result in learners lagging behind on the course flow.

Some students may choose to linger around for a while and then watch a bunch of

video classes in one sitting, while others would rather make the interactive class part

of their daily/weekly routine. At the end of the day, an instructor trying to sync up both
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streams with ongoing offline activity is faced with a daunting task. The other issue is IT

literacy, the tech resources employed in blended learning need to be reliable, easy to

use and unanimously accepted by all stakeholders of the learning process. Otherwise,

the initiative will most likely be gathering dust until some remote milestone is reached.

(Winstead, 2013) And just as how there is existence of the disadvantages there are

also bright sides within BL. By using a combination of digital instruction and one-on-one

face time, students can work on their own with new concepts which frees teachers up to

circulate and support individual students who may need individualized attention. "Rather

than playing to the lowest common denominator – as they would in a traditional

classroom – teachers can now streamline their instruction to help all students reach

their full potential." Blended learning allows for personalized education, replacing the

model where a teacher stands in front of the classroom and everyone is expected to

stay at the same pace. "Blended learning allows students to work at their own pace,

making sure they fully understand new concepts before moving on.” Blended learning

allows teachers to use a combination of digital instruction and one-on-one face time to

improve efficiency in the classroom. When students use adaptive learning technologies

to work on their comprehension of new concepts, teachers can use the additional class

time to give struggling students the individualized attention that they need. Rather than

playing to the lowest common denominator – as they would in a traditional classroom –

teachers can now streamline their instruction to help all students reach their full

potential. Education can be extremely expensive. From continually reordering textbooks

so they're up to date to having school supplies on hand, the costs add up. Blended

learning can help school districts save money by allowing students to bring their own
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technology devices to class to take full advantage of the adaptive learning software. The

use of e-textbooks, which can also be accessed on computers, tablets and e-readers,

may also help drive down costs. Blended learning is able to personalize education in a

way that a more traditional classroom setup simply cannot. When teachers stand in

front of a sea of desks and educate students about a new concept, kids of varying

academic skill levels are not able to take extra time or work ahead as they may need.

Blended learning allows students to work at their own pace, making sure they fully

understand new concepts before moving on. Software used with blended learning

programs is able to collect student data that measures academic progress. In this way,

teachers can clearly see the areas in which each individual student is excelling, and

where he or she may need a little more guidance, and act accordingly. Digital fluency is

a goal of the Common Core State Standards, and states working to implement the new

academic guidelines will need to make sure that technology is integrated into a variety

of subject areas. Blended learning can easily accomplish this task (dreamboxlearn.com,

2013).

In conclusion, every teaching-learning methodologies has its benefits and

drawbacks. As always, the institution that provides it needs to measure required

mediums against existing options. Will the BL benefit the learners? Are the rewards

equal to the risks or they surpass each other? Are the students prepared to adapt to

this new method? Disadvantages of blended learning will always be there but they are

far from being passable. Its bad impacts can be minimized or even changed to

progressive undertakings if the teacher keeps an eye on pupil’s reactions, technology

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capabilities and deliverance of the quality of the courses. Besides, a little criticism

would never halt the progress of this complex field.

Look around, the world may be probing into this too and we’ve been lagging

behind. We should broaden our knowledge, explore the field and comprehend

through variables and variables. Each and everyone’s moments are unique, that

makes us peculiar and able to protect our own originality along our perception towards

life due to our various experiences. Every opinion counts.

Background and Setting

The study will be based in AMABE Las Pinas located at Lot 5 DBP Ext., Naga

Rd, Las Pinas, 1740 Metro Manila franchised and directed by Mr. Rommel Someros

who is the fourth and the newest franchisee of AMAES. Mr. Someros, before opening

the second Basic Education branch in Las Pinas (the first in Apalit) is actually a Product

Engineer in an analog device company. He decided to franchise AMA because he

believed that the perks and the business opportunity in Kto12 education was vast as it is

one of the new educational trends here in the Philippines. On its 2nd year of operation,

there have been more than 400 enrolled students in the institution wishing to be granted

a good education. The research will study the performance of all the GAS Students of

AMABE Las Pinas in terms of coping up with the Online Education as a method used by

AMA.

The existence of Online Education in AMA is widely known in the Philippines as

AMA founded by Dr. Amable R. Aguiluz V in honor of the late Amable M. Aguiluz is the

very first institute for Computer Studies in the country. Before being internationally

known, AMA started from humble steps with only 13 computers and 13 students in a
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rented apartment building in Mandaluyong. A year later, AMA received a positive

feedback from the patrons as they became the catalysts for the encouragement for the

integration of four-year courses in Computer Studies. And by 1983, AMA grew into a

large network of schools in Metro Manila. Through the passing time, AMA expanded its

services to provincial areas initially in Cebu. Latter to this is the expansion of the

institution not only by gliding through places to places but by service through advents

such as AMA International Institute of Technology AIIT) in 1996 and ABE International

College of Business and Economics in 1999 that filled the need for quality training and

education for Filipino youth who do not have the financial capability to clinch a four or

five-year degree. During 1996, along ABE International College of Business and

Economics, the AMAES established the AMA Science School aimed at providing

children with an early exposure to science and math concepts through the Great

Explorations in Math and Science (GEMS), a curriculum developed by the Lawrence

Hall of Science of the University of California at Berkeley. And on 1999, it became the

first computer school to be awarded the prestigious ISO 90001 Certification. This

certification further attests to the world-class quality education that AMA offers. Another

highlight in AMA Education System’s history is the conferment of university status to

AMA Computer College in Quezon City. Now named AMA Computer University, it is

regarded as the pioneer and largest IT University in Asia. As it grows in leaps and

bounds, AMAES remains committed to its unending vision to become the leader and

dominant provider of relevant and globally-recognized education and training in

information and communications technology.

(webs3.amaes.edu.ph/amaes/amacu/history.asp)
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Since the method of BL is the focus of the topic, the researchers saw this as an

opportunity to thoroughly study the perceptions and impact of BL in AMAES particularly

in this franchise of AMA—AMABE Las Pinas. The topic solely talks about BL which is

known to be forte of this institution. And since the locale of the paper was reachable

and deemed to be within the field of the researchers: the researchers believe that the

flow of the research would be perfect as AMAES promotes BL.

Theoretical Framework

This portion of the research serves as the anchors for the researchers to achieve

the goals and answers towards the formulated research questions. The following

theories are compiled and studied thoroughly by the researchers as it consists of ideas

that are significant to the topic.

John Dewey (1859-1952) is a known educational reformer (other than being just

a philosopher and psychologist) whose ideas and theories have largely influenced the

social and education reform today. He constructed the Community Inquiry Theory where

Social Presence Theory, Cognitive Presence Theory, and Teaching Presence Theory

are found.

Social Presence Theory is the ability to show one’s self and integrate personal

and purposeful relationships. Social presence is first in the category as it attracted most

of the research attention. This research mainly probed into Teaching and Cognitive

Presence. Although, social presence isn’t utilized in the nature of blended learning, it is

still supposed to be tackled since there exist some social presence between students in

schools. It is at the point where social and cognitive presence meets and where the

primary issue of concern rises. In Blended Learning, students realize that they cannot
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really talk in the place where they conduct Blended Learning since it is not the

traditional four-cornered classroom. Merely, students begin to know that they are not

there for purely social reasons. A sense of community is based upon common reasons

and questions. Moreover, social presence is of less importance if the learning activities

are information obtainment and there are no group activities where students can benefit

from the ideas of others. Social presence should always be beyond simply establishing

socio-emotional presence and personal relationships, as it is requires intellectual-

centered too. Social presence implies that personal relationships should not only be

within the prism of emotional relationships, they should also be defined in academic

terms too. Social presence for educational purposes cannot be separated from the

purposeful nature of educational communication (i.e., cognitive and teaching presence).

Cognitive Presence Theory is defined as the probing, structuring, concluding

and validating of one’s understanding through elaborating and giving remarks in a given

situation. Cognitive presence is defined in terms of a cycle of practical inquiry where

participants move deliberately from understanding the problem or issue through to

exploration, integration and application. Progression requires direction, this implies that

Cognitive Presence is a person’s ability to understand a certain thing all by his self.

Teaching Presence Theory has three distinct categories—design, facilitation

and direct instruction. Interaction and discourse plays a key role in higher-order learning

but not without structure (design) and leadership (facilitation and direction). For

example, without explicit guidance, students will engage primarily in ‘serial monologues.

Teaching presence theory is guiding students through course materials, reinforcing key
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concepts, fostering critical thinking skills, providing formative feedback and support in a

timely manner, and evaluating student progress throughout the learning experience.

The theories are said to be principal elements critical to the successful

deliverance of Blended Learning.

Blended
Learning

Social Cognitive Teaching

Presence Presence Presence

Implications

Performance of the Students

Fig 1.1 Theoretical Framework of the Study

Fig 1.1 presents in a diagram the supporting theories of Blended Learning and its

implications towards the performance and standing of a student in the classroom. The

prior paragraphs consist of the definitions of each theory, all inspired by John Dewey’s

Community of Inquiry model.

As shown in the diagram, Blended Learning is inferred to be supported by the

Social Presence, Cognitive Presence and Teaching Presence of both the facilitator of

the class and his audience. By support, the researchers believe that the proper

deliverance of Blended Learning that will later effect to the full success of is the Three
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theories suggested by John Dewey in Community Inquiry Theory. In relation to the

execution and success of BL, the researchers conferred that the three theories

produces varying implications towards the Performance of the Students in Schools—the

idea of it being affirmative or its opposition is yet to be tested.

Conceptual Framework

•Student's Profile
•Name
•Age
•Strand
Input •Last School Attended
•Academic Standing last SY

• Survey
• Data Analysis
Process

• Full implementation of Blended

Learning
Output

Fig 1.2 The diagram of the flow of the research.

Figure 1.2 explains the process of approach in conducting the probation of the

study. While on the process of the study, the researchers are expected to conduct a

survey and analyze the data thoroughly. This is expected to be gotten from the General

Academic Strands of AMA Basic Education Las Pinas, their answer towards the

phenomena will help determine the outcome which is expected to later lead to the Full

Implementation of Blended Learning in the School.

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Statement of the Problem

This study aims to explore the underlying issues behind the education system of

AMA and how it affects the SHS student’s performances specifically the academic track

GAS in AMABE Las Pinas. The researchers intend to determine what makes them learn

and discover more by enumerating and evaluating the advantages and disadvantages

of the topic. The questions aim to solicit the following answers from the respondents by

the end of the Research:

1. What is the respondent’s demographic profile?

2. Is Blended Learning effective to the Students of AMA Basic Education of Las

Pinas?

3. Are there any strategies used by the students to cope up with Blended Learning?

4. What are the perceptions of the students regarding Blended Learning?

Objectives of the Study

On the duration of the research, the researchers aim to:

1. To evaluate the effectiveness of Online Education to the GAS Students in

AMABE.

2. To find out the learning and coping strategies used by the GAS Students in

AMABE.

3. To know the perceptions of each students as they met Blended Learning upon

enrolling to AMA.

Null Hypotheses

Ho: There are no underlying issues found behind the AMA Education System:

Blended Learning.
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Ho: There is no significant relationship between Blended Learning and the

performance of the students.

Ho: Blended Learning do not exhibit any implication towards a learner’s

performance.

Scope and Limitation

The study will utilize all the students from the strand GAS from the Senior High

School Students of AMABA Las Pinas. Out of the 8 sections in Senior High School, only

two sections from the different grade level will be given the research instrument

prepared by the researchers by applying the random sampling method. It is up to the

respondent if he wants to remain unanimous as long the necessary answers from the

questionnaire has been elicited.

Definition of Terms

The following terminologies are the essential in understanding the entirety of the

context:

Blended Learning. Blended Learning is the combination of online education and

traditional confrontational method used by a certain institution for teaching.

Face to Face. Face to face learning is the traditional method used by an

institution where a teacher frontally delivers a topic to his students.

General Academic Strand. GAS is one of the academic tracks in Senior High

School that studies about general knowledge and will be given wider chances in

pursuing college in terms of the courses they prefer.

Implications. The impact, result and its effect to a certain variable to another

variable.
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Online Education. Online Education is education gotten from the internet

prepared by the school one has enrolled to.

Senior High School. Senior High School is the additional two years in High

School added by the Kto12 curriculum.

Significance of the Study

The integrated vitality of the implications of the Blended Learning towards the

performance of the students multiplies its need to be known by most people especially

students who are undergoing this teaching method and thereby gives the trial for an

educator to make his class more efficient with the simultaneous use of the OED and

frontal teaching.

The study as a whole will be beneficial to the following:

Administrators. This research is expected to help administrators make more

useful catalysts for educating their patrons, more reliable future plans for the online

education and effective teaching strategies. This will also help as a guide in setting up a

new framework for future learners regarding Blended Learning.

Future Researchers. This research is expected to help future researchers who

intend to use the context as their reference. This context may also be considered the

trigger for another same and more profound study.

Students. This research is expected to help students in acquainting them with

the issues underlying Blended Learning.

Teachers. This research is expected to help teachers in augmenting their skills

on being an effective mentor while the students learn from two teaching modes.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides comprehensive and up-to-date writeups and researches

vital to the consideration of the copyright and authenticity of the study. Furthermore, the

literatures and studies that are included in the study are all relevant to the subject of the

problem that serves as a backdrop for further ideas helpful to the researchers.

A. Literature

1. Foreign

Blended Learning, according to the article “Blended Learning Becoming

Standard” written by Justin Ferriman (2014), has now become a standardized method of

teaching which most countries in the world have adapted to—this massive adaptation is

caused by the increased usage of computer devices which then led to the usage of this

materials as learning mediums. The conversion of the mere computer devices to e-

learning tools were deemed by the U.S Secretary of Education Arne Duncan as the

“new-normal” that puts an accent on schools doing more with less. Though, schools

begin to rethink about the resources and their successful delivery, the main problem is

the consistency. Moreover, the careful planning and provision of the technology and

support infrastractures will always be the topmost consideration to the adaptation of

Blended Learning on institutions. The article conferred that as Blended Learning have

been adapted, it still does not neglect the efforts of the students’ on their performances

not only online but on the traditional learning too.

Contrary to the idea of Justin Ferriman which infers that the successful learning

of a student relies solely on the technology, support infrastractures and student’s

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traditional performance, Megan Murphy (2016). wrote a very different perspective

regarding the succesful delivery of Blended Learning to students on his article

“Teaching The Teachers”. According to the teacher interviewed for the completion of the

article, there is too much content on Blended Learning that it overwhelms the mentors.

Furthermore, institutions that provide professional education do not meet the

expectations of the successful delivery of this new teaching method. Thus, it is not only

the students’ and resources’ fault but teachers may also be blamed to the breach of the

performance of the learners.

Due to these arguments, Michael Horn and Heather Staker (2014) wrote a book

guide entitled “Blended: Using Disrupted Innovation to Improve Schools” that evaluated

and provided a detailed information about the strategy, design, and implementation of a

successful blended learning program. The book answered the “how-to” FAQs by the

patrons of Blended Learning. The book encloses a useful framework for the

implementation of blended learning, the benefits and risk mitigators of online learning,

and a guide to a more creative student-centered systems that functions as a positive

force across grade levels.

2. Local

The article “Blended Learning: Education Without Borders” written by Ime

Morales (2016), emphasized the idea of online education; Blended learning is not a

revolutionary idea. On the contrary, it is a return to what is natural, a back-to-basics

approach where the child’s natural learning tendencies, interests and passions are

respected as much as the prescribed curriculum. It addresses the observed

disadvantages found in traditional schooling: too many students, too few mentors, lack
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of focus and time for each child, difficulty in addressing individual needs and

development and the cookie-cutter teaching solutions that are failing on so many levels.

Formoso (2014) mentioned in his article that the idea of Blended Learning made

Anant Argawal, CEO of edX; an online learning platform developed by Harvard

University and Massachusetts Institute of Technology to spark the interest of the

executives of Philippine Higher Education to push OED to students with the interest of

acquainting them more and diminishing the poor-quality education that produces low-

quality education in return. Since the goal of Higher Education Institutions towards the

realization of an appropriate, responsive and high-quality Philippine higher education”

are: Creating higher quality programs and improving faculty development, building

linkages between the academe and industry, rationalizing and developing research,

funding post-secondary education, governing Philippine education and supporting the K

to 12 reform, it is highly expected that the adaptation of this teaching method will

increase through the years since the commissions for higher education held talks about

this.

Due to the possible implementation of Blended Learning on many higher

education institutions in the Philippines, as what is mentioned on the aforementioned

article. It is expected that there will be shortages on materials too, including the most

essential one; teachers. On the article “Preparing The Teachers For The Big Reform”

written by Queena Chua (2012), she implied that good teachers are essential on the

implementation of Kto12; this is far from the talks of Online Education needing literate

teachers. Contrary to foreign article by Ferriman, she inferred a very different

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perspective—online education are equivalent to teachers, they represent the traditional

teachers in classrooms in the forms of computers.

B. Studies

1. Foreign

In a study conducted by Reem A. Alebaikan (2012) at Saudi Higher Education,

he explored the perceptions of the Saudi Female lecturers and undergraduate students

to learn from their experience and become a participant in blended courses. This was

recognized by the ministry of Saudi Higher Education as a solution for the rapid growth

of student population. This study showed that the quality of learning and teaching

experience affects the students and lecturers. The objective of this study is to identify

the female undergraduate students and lecturers’ perception of the advantages. The

researcher used qualitative method to obtain rich descriptive data to facilitate the grow

of this phenomena. The research later concluded that Blended Learning made the

Saudi women still pursue their degrees despite their traditions and personalities.

Furthermore, the result of the study indicated that Blended Learning has promising

modalities that enhance student engagement and learning.

In the study conducted by Jin Young Kim (2012) regarding the inter-relational

effects of the tradition and personality traits and blended learning, he probed into the

influence of personality types and situational factors on public speaking. Also, it

examined the effect of communication apprehension on students’ academic

achievement in a blended learning environment. As Reem Abelaikan found out on his

study that blended learning was beneficial to the timid personality and tradition of the

Saudi women; this study implies that the Big Five personality traits indeed affected the
 20

performance of the students but the indicator of his final average was his rehearsal and

attendance to the classes.

In the quasi-experimental study conducted by Nigel Smith (2013), he stated that

there were no problems in engaging to the old teaching style despite the personality and

traditions nor were there benefits in Blended Learning towards the performance of the

students, he indicated that progressing was solely up to the learner’s coping styles.

However, differences emerged between the classes in their perceptions of learning,

connectedness, enjoyment and teacher support. Concerns about the effects of

technology- mediated instruction may be partly allayed by these findings. While the

displacement of the teacher from the centre of the learning process may be

uncomfortable for teachers, the provision of a rich online learning environment may

have positive benefits for students (sciencedirect.com, 2013).

2. Local

A study conducted (2013) by Karen Diane Natera, a Filipino student from an

institution in Hongkong, talked about the lapses of the government in achieving the

vision of the educational reform in the Philippines. The study argued that the

introduction of technology and blended learning programs in schools should go beyond

addressing the problem of classroom shortage and achievement test results. It

questioned the government's vision of educational reform and recommended a change

in its perception of the role of technology in education. A change in vision, curriculum,

assessments and work practices were found to be essential elements that enable

lasting educational reform. The study recommended a review of the scheduling scheme,

the practice of team teaching and training on collaborative technologies for both
 21

teachers and students. From the policy perspective, a program framework, a blended

learning curriculum and evaluation standards for blended learning teachers were

identified as critical support mechanisms for successful program implementation

(books.google.com.ph, 2017).

In a study conducted by Ava Clare Marie O. Robles on Mindanao State

University (2012) can be found many presentations of instructional strategies, on how

to effectively integrate content, pedagogy and technology to enhance the teaching and

learning of education courses. This provided the most effective and efficient learning

experiences on both teachers and learners with its practical applications against retailed

software which often burden many universities. Finally, some implications on how to

effectively blend pedagogy and technology, which inevitably lead to significant

enhancement of the curriculum, were also discussed. In view of the findings and

conclusion of the study, it is recommended that blended learning be utilized by faculty

members in teaching education subjects. However, despite its importance, this study's

limitations are apparent. BL needs effective planning and upgrading for educators to

address critical issues such as establishing appropriate assessments and rubrics.

Equally important is the technological expertise of both teachers and students. This

innovation recommends that teachers must learn.

In the study conducted by Aguinaldo (2013)—The researcher implemented

blended learning in an impoverished academic institution using a Bricolage approach

model. The study resulted to high acceptability rate of e-learning usage despite of the

socio-economic profile of the student’s parents, unavailability of internet connection and

inadequacy of technological resources of Isabela State University San Mateo Campus.

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This implies that blended learning can be implemented successfully using the right

blend of online learning and face-to-face learning following the Bricolage approach

model.

Synthesis

The overall collation of Chapter 2 supports the authenticity of the topic reflective

of the included previous but up-to-date resources utilized by the researchers. It was

answered in the Chapter 2 that the successful implementation of the Blended Learning

relies on the reforms of the Government, the successful delivery is upon the teachers

and the achievement of this depends upon the student. On the first review, the article

given conferred that as Blended Learning have been adapted, it still does not neglect

the efforts of the students’ on their performances not only online but on the traditional

learning too. Therefore, Blended Learning's continual use will solely depend upon its

users. In contrary another article published that institutions that provide professional

education do not meet the expectations of the successful delivery of this new teaching

method. This was all addressed in a book that published which encloses a useful

framework for the implementation of blended learning, the benefits and risk mitigators of

online learning, and a guide to more creative student-centered systems that functions

as a positive force across grade levels. On the other hand, all the given articles

conferred the same perceptions which are the contrast and support to each variable on

the national sources. There were different studies conducted regarding blended

learning, all gave different yet relevant outcomes which were tackled in the wholeness

of the Chapter 2.
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Chapter 3
METHODOLOGY AND PROCEDURES

As indicated in the title, this chapter explains the system of approach of the

researchers towards the phenomena of the study. Moreover, this chapter precisely

outlines the research method, locale of the study, respondents of the study, the testing

hypothesis, research instruments and its validation, the data collection procedure and

the statistical treatment of the project.

Research Method

In order to satisfy the objectives of the research, the researchers utilized the

Descriptive Quantitative method to test the hypotheses essential to the final output of

the results. Quantitative methods aims to describe the situations through statistical

testings to come out for an answer. The usage of this method in the study is essential

since the objectives aims to test the implications of the phenomenon being studied

(Blended Learning) towards the population (GAS Students in AMABE).

Research Locale

The participants that will be utilized in the study are located in AMA Basic

Education of Las Piñas situated in Lot 5 DBP Ext., Naga Rd, Las Pinas, 1740 Metro

Manila—the fourth franchise of AMAES directed by Rommel Someros who was

previously a product engineer of an analog device company. The institution was

integrated upon a business intuition. As of now, the school is pacing towards a quota of

producing 600 Senior High Graduates and 300 Basic Education students. The school

offers Kto12 curricula from all levels, specializing in Senior High School tracks: General

Academic Strand, STEM, ABM and Technical Vocational Courses.

 24

Research Respondents

The method of random sampling will be used to develop the sample of the

research under discussion, this sampling technique was chosen because the selected

members have relationships and expertise regarding the topic of the study. The

respondents to be included in the sample are the General Academic Strand students

enrolled in AMABE which are perceived to have knowledge regarding Blended

Learning. Since it is too impossible to survey each and every one in the population, the

Slovin’s formula was utilized by the researchers in determining the appropriate sample

frame of the study which will provide the the expected result—output of the study,

through the research instrument that will be used by the researchers. The Slovin’s

formula is as follows:

𝑵
𝒏=
𝟏 +𝑵𝒆𝟐
where:

n=Sample Frame

N = total number of population,

e =Margin of error = 0.05

In utilizing the formula to the Grade 11-Abzan with a population of 54 students,

𝟓𝟒 𝟓𝟒
𝒏= 𝒏=
𝟏 +(𝟓𝟒)(𝟎. 𝟎𝟓)𝟐 𝟏 +(𝟎. 𝟏𝟑𝟓)

𝟓𝟒 𝟓𝟒
𝒏= 𝒏=
𝟏 +(𝟓𝟒)(𝟎. 𝟎𝟎𝟐𝟓) 𝟏 . 𝟏𝟑𝟓

𝒏 = 𝟒𝟕. 𝟓𝟕 𝒐𝒓 𝟒𝟕
 25

In utilizing the formula to the Grade 12-Krieger with a population of 47 students,

𝟒𝟕
𝒏=
𝟏 +(𝟒𝟕)(𝟎. 𝟎𝟓)𝟐

𝟒𝟕
𝒏=
𝟏 +(𝟒𝟕)(𝟎. 𝟎𝟎𝟐𝟓)

𝟒𝟕
𝒏=
𝟏 +(𝟎. 𝟏𝟏𝟕𝟓)

𝟒𝟕
𝒏=
𝟏 . 𝟏𝟏𝟕𝟓

𝒏 = 𝟒𝟐. 𝟎𝟓 𝒐𝒓 𝟒𝟑

By adding the two results, the total sample frame resulted to 89 students to be

surveyed. The results are summated in the table below.

Respondents Population Sample Frame

GAS: Grade 11 - Abzan 54 47

GAS: Grade 12 - Krieger 47 42

Total 101 89

Table 1.1. Sample Frame of the Students

Therefore, Grade 11-Abzan will be given 47 survey questionnaires and 42

students from the Grade 12-Krieger will receive the same questionnaires as well. The

Slovin’s Formula made a sample size of 89 students from the 101 students in the

population.

Testing Hypothesis

To examine the hypotheses formulated by the researchers, the Pearson’s 𝑥 2

formula will be used. This formula aims to test how likely is it that the observed
 26

frequencies are seen in expected frequencies. This will measure how the observed

frequency of data fits within the frequency that is expected if the variables are

independent. The formula is as follows:

(𝒐 − 𝒆)𝟐
𝒙𝟐 =
𝒆

Research Instrument

The process indicated in the conceptual framework indicated that the method to

be used in data-gathering will be through conducting a survey to the respondents of the

study. As far as research instrument is concerned, the conduction of the survey will

involve the use of a questionnaire composed of 15 questions in line with the objectives

and the research questions (indicated in the Statement of the Problem). The questions

in the instrument will be the guide of the researchers towards the satisfaction of the

objectives that will later result to the output what will be analyzed in Chapter 4.

The questionnaire is divided into three parts (in line with the research questions):

A. The effectiveness of Blended Learning to the Students

B. Coping strategies used in Blended Learning by the Students

C. The Perceptions of the Students regarding Blended Learning.

Validation

Before the actual validation of this research, the topic to be studied was initially

checked by the facilitator of the class, Mr. Leo Guarin. The class centered to the

discussion of the research paper and the papers were checked by trial-and-errors per

session, each chapter was discussed by the facilitator and the paper was constructed
 27

by the students afterwards. Errors were corrected after this. As for the research

instrument, the questions composed were in line with the research questions from the

statement of the problem to satisfy the objectives of the study.

Data Gathering Procedure

The process in the systematic approach of the study was indicated as

administering a survey towards the respondents, the responses will be later analyzed

and tabulated in the proceeding chapter. The survey questionnaire will personally be

administered by the researchers through a frontal visitation of the researchers, the

survey made (beforehand) will be distributed and these will be answered in a 15 minute

span. The 15 minute time is expected to elicit proper answers from the respondents,

this will also elude hasty and inappropriate responses from the students. The answers

will be tabulated and shown in Chapter 4.

Statistical Treatment

The statistical formulas used in the overall analysis of data are indicated in this

portion. These formulas are the Slovin’s formula, Pearson’s Chi Squared formula.

Meanwhile, the scale used in the survey questionnaire was the Likert’s scale.

The Slovin’s formula is used in determining the appropriate sample frame

derived from the population. The usage of this was considered since the personal

administration of the survey will approach the respondent’s one by one. It is likely hard

to approach the participant’s one by one due to their number. The formula is as follows:

𝑵
𝒏=
𝟏 +𝑵𝒆𝟐
where:

n=Sample Frame
 28

N = total number of population,

e =Margin of error = 0.05

The Pearson’s Chi Square formula will be used to test the observed frequencies

in expected frequencies. This formula aims to test how likely is it that the observed

frequencies are seen in expected frequencies. This will measure how the observed

frequency of data fits within the frequency that is expected if the variables are

independent. The final product will be checked in the Chi Square table. The formula is

as follows:

(𝒐 − 𝒆)𝟐
𝒙𝟐 =
𝒆

where:

o = Observed Frequencies

e = Expected Frequencies

The Likert scale will be used in the questionnaire. The scale has specified verbal

indicators per number. In responding to the items in the scale, the respondents specify

their level of agreement or disagreement towards the query being asked. The scale of

means has assigned value to each four responses with corresponding interpretations.

The obtained weighted means were interpreted in the used of following range.

4.6 – 5.0 Strongly Agree

3.7 – 4.5 Moderately Agree

2.8 – 3.6 Neutral

 29

1.9 – 2.7 Disagree

1.0 – 1.8 Strongly Disagree

The Weighted Mean will be used as a measure of central tendency. It is simply

the arithmetic average or the sum of the tallied scores divided by the number of them.

The formula is:

f(x)
𝑊𝑀 = ∑
𝑛

Where:

∑ = Summation of the scores in a distribution.

𝑓(𝑥)= frequency of scores

𝑛 = number of scores in a sample

And the Percentage which is rate or proportion per hundred. It is use as

descriptive measure together with the frequency distribution to show the relationship of

the magnitude of the item of the variables described in relation to the whole.

𝑓
The formula is % = X 100
𝑛

Where:

f = average

n = total number of population

 30

Chapter 4
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA
The results of the intervention with the respondents of the research are presented in

this chapter. The three fundamental objectives: (a) evaluate the effectiveness of

Blended Learning, (b) to know the strategies used by the students to cope up with this

teaching style, and (c how has the implementation of Blended Learning affected the

students by pinpointing their perspectives on it. The results are interpreted through

graphs.

It is the researcher’s aim to explore the underlying issues behind the education

system of AMA and how it affected the SHS students’ performances specifically the

academic track GAS in AMABE Las Pinas. The researchers intend to determine what

makes them learn and discover more by enumerating and evaluating the advantages

and disadvantages of the topic.

Respondent’s Profile

The questions posed in line with this were in accord to the Respondent’s Profile that

includes the (a) Name (which was marked as optional), (b) Age, (c) Last School

Attended and (d) Academic Standing Last School Year.

Age Ages (20-22) 2%

Range of 4%

the GAS Ages (17-19) 95%

43%
Students.
Ages (14-16) 2%
53%

Grade 12-Krieger Grade 11-Abzan

Fig 4.1, Age Range of the GAS Students.

 31

As seen on the figure 4.1, there are 95% students whose age range from 17-19

years old that belong to Grade 12-Krieger while Grade 12-Abzan is dominant with

students whose age range from 14-16 years old. The age of the students were included

in the Respondent’s Profile since there may be an implication, considering the age,

towards the Respondent’s academic pursuits.

Schools Last
Attended Bernardo
by Grade 11-Abzan College CAA National
Did Not Answer
2% High School -
Outside LPC 9%
8% Main
13%
Vergon NHS
2% CAA National
High School -
Annex
15%
LPNNHS
43% LPNHS - Main
8%

Fig 4.2, Schools Last Attended by Grade 11-Abzan.

Almost all Grade 12-Krieger were students of AMABE Las Pinas last year. The

figure above shows where the Grade 11-Abzan attended their education last year. It

shows that most of them were schooled in Las Pinas North National High School with

the valid percentage of 43%. This was included in the Respondent’s Profile to make a

conclusion whether Blended Learning was actually effective, does it have any

implication towards the performance of the students, or was the simultaneous

implementation of the Kto12 and Blended Learning too overwhelming to the students.

This was included and was considered important since there are very few schools that

offer Blended Learning and the scope of the study is one of these few. Furthermore,
 32

AMA is the pioneering agent to offer this. To orchestrate a conclusion, the researchers

included the Academic Standing Last School Year from both the GAS students and see

which of the two has a better performance: the ones whom Blended Learning was

already applied or the ones who were only taught through the traditional way of

teaching. The Academic Standing Last School Year category in the questionnaire is

divided into two: their ranking within the class and their final grade which is also

presented in a graph.

Honor Roll Comparison between GAS

Students
Grade 12 - Krieger Grade 11 - Abzan

Did not Answer 24%

6%

No 64%
83%

Yes 12%
11%

Fig 4.3, Honor Roll Comparison between the GAS Students.

Reflective of the presented graph, there were more students who answered “No”

when asked if they were one of the Honor Rolls of their respective classes. But, there

were 24% who did not answer from the Krieger students on the question posed.

However, the percentage between the two sections who answered “Yes” was close to

those who have had an experience of being one of the Overall Top 10 in their classes

with only a percent as its gap, making the Grade 12-Krieger first by a strand. To further
 33

this discussion, the students were asked to put their Final Average on the last grading of

their classes.

Average Comparison between GAS

Students
Grade 11 - Abzan Grade 12 - Krieger

Did Not Answer 38%

19%
90-above 2%
60%
87-89 2%
7%
84-86
13%
81-83 5%
21%
78-80 7%
23%
75-77 0%
2%

Fig 4.4, Last Year’s Average Comparison between GAS Students.

Figure 4.4 presents the different average grades of the students as answered in

the questionnaire. It is obvious in the graph that Grade 12-Krieger were able to attain

grades within the line of 9, which is above satisfactory or excellent in the academic

grading of most schools in the Philippines. Although, the Grade 12-Krieger didn’t make

it to the Overall Top 10 of the class, it can be said that the older GAS Students were

able to maintain excellent grades all throughout the semester despite the overwhelming

content of Blended Learning. While, the Grade 11-Abzan who were schooled in a very

traditional way by their previous schools were only able to attain grades that are just

satisfactory ranging from 78%-80%, marked as Fair referring to the Academic Grading

System of the Philippines.

 34

The Effectiveness of Blended Learning towards the students of AMABE Las Pinas

There were five queries posed in line with this research question. All of which are

answerable by the proceeding numbers and its verbal indicators: 4.3-5.00-Strongly

Agree, 3.5-4.2-Agree, 2.7-3.4-Neutral, 1.9-2.6-Disagree, 1.00-1.8-Strongly Disagree.

The tabulation of the data collected is as follows:

Weighted
Statements Mean Average
Verbal Interpretation Rank

I have developed the

ability to analyze
relations and
evidences, organize 3.53 Agree 1
parts and differentiate
between ideas and
parts.
The modules in the
OED are helpful in
studying since the 3.51 Agree 2
ideas are already
summarized.
I feel that Blended
Learning able me to
learn a lot in a short
3.21 Neutral 4
time.
I can apply all the
things I learned in
Blended Learning in
3.21 Neutral 3
real-time situations.
The discussions are
all covered and 2.8 Disagree 5
discussed properly.

Total 3.252

Table 4.1, WMA of The Effectiveness of Blended Learning to SHS Students

In line with the Likert Scale, 3.252≈3.3 means Neutral. Neither of them did

disagree nor agree on the five questions from Part A. To conclude, all GAS students

perceive Blended Learning as effective and some does not.

 35

The Coping Strategies used by the Students towards Blended Learning

Weighted
Verbal
Statements Mean Rank
Interpretation
Average

My auditory skill is very active

during face-to-face sessions.
3.67 Agree 1

In OED, I log in regularly to

read and answer so I am not 3.1 Neutral 5
lagging behind.

I look for other references

regarding a certain topic to 3.46 Agree 2
gain further understanding.

I also use the e-Learning

modules as my reference in 3.38 Neutral 3
Face-to-Face classes.

I read all the e-Learning

modules in OED.
3.17 Agree 4

Total 3.356

Table 4.2, Weighted Mean Value of the Coping Strategies used by the SHS Students

Table 4.2 shows that the Weighted Mean Value of the questions in line with the

Research Question #2 have accumulated to 3.356≈3.4 which is equivalent to Neutral in

the Likert Scale. It shows that the Grade 12-Krieger were rather neutral on this

perspective.
 36

Perceptions of Students regarding Blended Learning

The queries in Research Question #4 pinpoint the perceptions of the students

regarding Blended Learning as they met it in AMA Basic Education of Las Pinas.

Weighted Mean Verbal

Statements Average Interpretation
Rank

The implemented
curriculum decongests 3.4 Neutral 2
academic workloads.

Blended Learning
provides me more time
in mastering the core 3.34 Neutral 3
competencies and skills
in education.

The OEd Website is

easy to navigate and 3.15 Neutral 5
modern.

The contexts in the

modules are also used 3.43 Neutral 1
in the classroom.

Blended Learning will

prepare me more for 3.34 Neutral 4
higher education.

Total 3.332

Table 4.3, Weighted Mean Value of the Coping Strategies used by the SHS Students.

In line with the Likert Scale, the Weighted Mean Average of the Perceptions of

the Students regarding Blended Learning accumulated to 3.332≈3.2, which indicated

that they were, again, neutral in this perspective.

 37

Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter shows the overview and conclusion of the study and to whom are

the results beneficial.

This study is steered by its primary objective to determine the implications,

evaluate the effectiveness, and know the perceptions of the students in AMA Basic

Education of Las Pinas towards Blended Learning. In order to satisfy these objectives,

an initial count of 89 questionnaires were personally distributed to the participating

population which was reduced through the Sampling Method from 101 people, an

interview was also conducted to further the results and to provide the researchers’ a

broader area to analyze the topic from the outside perspective. The results, as analyzed

from the elicited results of the given Research Questionnaires, were presented into

graphs and interpreted in line with the Likert Scale.

Summary of Findings

1. The Profile of the Respondents were derived from the selected variables:

1.1 Age

There are 95% students whose age range from 17-19 years old that

belong to Grade 12-Krieger while Grade 12-Abzan is dominant with students

whose age range from 14-16 years old considering the valid percentage of

53%.

1.2 Strand

Since the population where the research will be rendered was focused to

General Academic Strand, it is obvious to state that 100% of the students

were in the Sample Size were from GAS.

 38

1.3 Last School Attended

Almost all Grade 12-Krieger were students of AMABE Las Pinas last

school year. Grade 11-Abzan, according to the survey, shows that most of its

pupils were schooled in Las Pinas North National High School with the valid

percentage of 43%.

1.4 Academic Standing Last School Year

The result in this category were derived from two questions which regards

to their participation on the honor roll (answerable by yes or no), and their

average last school year. It shows that 83% from the Grade 11-Abzan and

64% from Grade 12-Krieger were not included in the Honor Roll last year.

Although there were 24% who did not answer from the Grade 12-Krieger to

the posed question, there were more Grade 12-Krieger honors judging from

the 1% discrepancy in the Fig 4.3. Moreover, Grade 12-Krieger were able to

attain grades within the line of 9, which is above satisfactory or excellent in

the academic grading of most schools in the Philippines and Grade 11-Abzan

who were schooled in a very traditional way by their previous schools were

only able to attain grades that are just satisfactory ranging from 78%-80%,

marked as Fair referring to the Academic Grading System of the Philippines.

2. The Effectiveness of Blended Learning to the Students of AMABE Las Pinas.

The students agreed that the modules in OED are helpful since they are

already summarized and that they have also developed the ability to analyze,

organize, and differentiate ideas and relations with a weighted mean average

of 3. 51 and 3.53, respectively. The idea of Blended Learning teaching them

 39

in a short time and all its lessons being applied in real-time situations were

deemed “neutral” by the students. And they disagreed on the statement that

all topics are being covered and discussed in this teaching method. Overall,

the effectiveness of Blended Learning is “neutral” with the WMA of 3.3.

3. The Coping Strategies used by the Students of AMABE Las Pinas

The coping strategies used by the Students in Blended Learning were derived

from the selected variables: Auditory Skills, Regular Log-in in OED, Reference

Research, Usage of E-Learning Modules as References, and the Reading

Comprehension of E-Learning Modules.

The constant usage of Auditory Skills during Face-to-Face sessions and the

conduction of reference research were agreed upon by the students with the

WMA of 3.67 and 3.46, respectively. The regular log-in in OED classes, the

usage of E-Learning modules as F2F references and the reading comprehension

of OED is “neutral” with a WMA of 3.1, 3.38 and 3.17, respectively.

4. The perceptions of the Students regarding Blended Learning.

On the third research question posed with five different queries that pinpoints

if Blended Learning decongests academic workloads, provides students more

time in mastering lessons, the easy and modern design of OED website, the

contents being the same in the OED website and in the F2F sessions, and

Blended Learning as a preparation tool for higher education were all neutral with

the WMA of 3.4, 3.34, 3.15, 3.43, and 3.34, respectively.

 40

Conclusions

Based on the findings derived from the study, the following conclusions were

drawn.

1. Findings showed that most Grade 12 students are aged 17-19 years old and

most Grade 11 students are aged 14-16 years old, all from the strand GAS.

2. Based on the findings, there are 43% of Grade 11-Abzan that are from Las Pinas

North National High School.

3. Regarding the Academic Pursuits of each sections, it showed that those who

have had an experience (referring to Grade 12-Krieger) of Blended Learning

have attained grades that are equivalent to 90% and above, even if they are not

honors, while those who are new to this teaching system only have 78%-80%

grades that are deemed fair on the Academic Grading System of the Philippines.

4. The results showed that students were neutral when asked if Blended Learning

teaches them in a short time and if the lessons are applicable in real time

situations. Moreover, they disagreed on the statement that the necessary

discussions are covered in Blended Learning. 5. Regarding the usage of various

strategies in coping with the teaching-learning style, it was found that students

dominantly use their listening skills during Face-to-Face sessions and that they

research for further references. As they are neutral on the other statements, the

conclusion for this, is drawn from the interview. The interview resulted to the

students doing their OEd sessions in one sitting, more specifically when the

deadlines are closing. 6. The results showed in the third research question that
 41

they were again neutral 41 regarding their perceptions on each statements posed

in the five queries.

Recommendations

The following recommendations are orchestrated through the findings and the

conclusions aforestated.

1. Quantitatively concluding, it shows that the Grade Averages of the Grade 12-

Krieger were much better than those who have not. This is not to compare the

schools‘ grading system but the students‘ performances, considering the same

strands they are in. Contrary to this, the WMA of The Effectiveness of Blended

Learning resulted to Neutral. Meaning students are indecisive if it had really

provided good aftermaths towards the performances of the students. From this,

the school should provide a harder foundation to make the students deem the

implementation effective.

2. The administration of AMA Basic Education of Las Pinas should focus more on

the facilitation and design of Blended Learning and the training for the

impartment of clearer instruction towards the teachers in Face-to-Face sessions.

This is in line with the Teaching Presence Theory which states that interaction

and discourse plays a key role in the implementation of Blended Learning.

3. The school should reconstruct the provided E-Learning Modules, as many of the

students believed that they do not come in handy during Face-to-Face sessions,

so the students search for other references. This should be encouraged but the

school should also consider granting an easy access to references to make them
 42

advocate for theirselves in learning. This will encourage self-advocacy and will

also trigger Cognitive Presence.

4. The school should provide an open-monitoring for those students who do not 42

focus on their OEd sessions as it had been found out that students do not

commit on the lessons in the OEd.

5. To decrease the indecisiveness rate of the students regarding each statements

on the perceptions of the students about Blended Learning, there should be a

forte which AMA Basic Education of Las Pinas will be remembered in its field of

providing a holistic education towards future professionals.