Effectiveness of Blended Learning in Teaching Araling Panlipunan

EFFECTIVENESS OF BLENDED LEARNING IN TEACHING
ARALING PANLIPUNAN AT DOÑA PILAR C. GONZAGA

ELEMENTARY SCHOOL, MANDALUYONG CITY
TOWARDS THE DEVELOPMENT OF
LESSON EXEMPLAR 2
A Thesis Presented
to the Faculty of the Graduate School of Education
Philippine Christian University
Taft Avenue, Manila
In partial fulfillment
of the requirements for the
degree of Master of Arts in Education
Major in Educational Administration
By:
CANARY B. VIERNES
December 2018
ii
APPROVAL SHEET
This thesis entitled “EFFECTIVENESS OF BLENDED LEARNING IN
TEACHING ARALING PANLIPUNAN AT DOÑA PILAR C. GONZAGA
ELEMENTARY SCHOOL, MANDALUYONG CITY”, submitted by CANARY B.
VIERNES, as partial fulfillment of the requirements for the degree of Master of
Arts in Education Major in Educational Administration, is hereby recommended
for acceptance and approved.
EFREN S. CONSEMINO, Ed. D

Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with the grade of ___.
KATHLEEN ROSE L. QUIMBATAN, Ed. D.

Chairman
EDUARDO O. DELA CRUZ JR., Ed. D. MARITES D. MERCADO, Ed. D.

Member Member
Accepted and approved in partial fulfilment of the requirements for the
degree of Master of Arts in Education, Major in Educational
Administration.
DR. KATHLEEN ROSE L. GUIMBATAN

Vice President for Academic Affairs
Dean for Academic Affairs
iii
ACKNOWLEDGEMENT
The researcher wishes to extend her profound gratitude and deepest
appreciation to the following individuals for their time, expertise, guidance,
assistance and moral support that lead to the realization of this endeavor:
Dr. Efren S. Consemino, thesis adviser, for his brilliant ideas,
constant guidance and encouragement;
Dr. Marites D. Mercado, Coordinator of Graduate School of
Education, Philippine Christian University, for her pieces of advice and
suggestions, for the enhancement and betterment of the research;
Dr. Kathleen Rose L. Guimbatan, Vice President of Academic
Affairs, Dean Graduate School of Education and member of the panel, for
the pieces of advice and encouragement;
Dr. Eduardo O. Dela Cruz Jr., Dean of Graduate School Arellano
University, for his incredible ideas, guidance, efforts, time, suggestions, and
statistical support for the improvement of this research;
Mrs. Lucia M. Llego, Principal of Doña Pilar C. Gonzaga
Elementary School, for her kind consideration and words of
encouragement;
Mrs. Maritess S. Patacsil, Master Teacher of Doña Pilar C.
Gonzaga Elementary School for her unwavering moral support and

iv
inspiring advice;
Engr. Joe-Mar B. Bicera Jr. and Engr. Jazer Mike Ramos, for
extending their help and sharing their knowledge;
To all pupils who extended their support as respondent of this
study;
To her family and friends whose encouragement served as
inspiration in continuing this painstaking; and
Above all, to the Almighty God for the strength, health and wisdom
that He bestowed upon her.
-CBV
v
vi
DEDICATION
This study is dedicated to:
My father,
My mother,
My brother,
My special someone,
My pupils,
And most especially to
My sister who is now in heaven.
-CBV
vii
ABSTRACT
TITLE: EFFECTIVENESS OF BLENDED LEARNING

IN TEACHING ARALING PANLIPUNAN AT
DOÑA PILAR C. GONZAGA ELEMENTARY
SCHOOL,
MANDALUYONG CITY TOWARDS THE
DEVELOPMENT
OF LESSON EXEMPLAR
RESEARCHER: CANARY B. VIERNES
DEGREE: Master of Arts in Education
ADVISER: DR. EFREN S. CONSEMINO
No. of Pages: 75
This study aimed to determine the effectiveness of Blended Learning
in teaching Araling Panlipunan to Grade V pupils of Doña Pilar C. Gonzaga
Elementary School in Mandaluyong city.
The profile variables delimited the fifty-eight (58) pupils in the grade
level. On the other hand, the assessment of effectiveness of blended
learning in teaching Araling Panlipunan V delimited to the questionnaire
drawn from the topics.
Furthermore, there is a significant difference in the mean post test
scores of the experimental and control groups which led to the rejection of
null hypothesis.
viii
There is also a significant difference in the mean pretest and
posttest scores of the experimental group which led to the rejection of null
hypothesis.
The mean pretest score of the experimental group is not statistically
different from that of the control group; which suggests the homogeneity of
the learners’ performance in the test across all groups.
There is a significant difference in the mean scores on Araling
Panlipunan between the pretest and posttest of the experimental group.
This means that the use of blended learning in teaching the subject has
also a positive effect on the learners’ performance in Araling Panlipunan.
There was a significant difference in the learning gains between the
control and experimental group, which suggests that although the two
methods are both effective, the teaching method introduced to experimental
group is superior to that being adopted by the control group.
Anchored on the preceding findings and conclusions, it is
recommended that, Teachers have to continue practicing blended learning
in teaching Araling Panlipunan in order to achieve high performance among
the pupils; Teachers should work hand in hand in order to further enhance
and create activities suited for the pupils which will eventually translate to a
better learning; Teachers should continue providing activities which are very
interesting to the pupils to retain ideas easily; Teachers should be more
computer literate to cater the needs of the 21 st century learners;

ix
Create a classroom atmosphere that will build and boost pupils’ confidence;
Teachers should ensure that pupils are given intellectually challenging
tasks. They should utilize technology to make excited, more engaged and
more interactive in discussion; Teachers should develop digitized
instructional materials, interactive on-line educational games and power
point slides that will enhance pupils’ learning; Teacher-generated activity
should not be too hard or too easy so that pupils will not disengage.
The results led to the development of the exemplar lesson plan.
These lesson plans will be a guide to teachers which they can be used in
their Classroom Observation Tool or daily lesson plan.
TABLE OF CONTENTS
PRELIMINARIES Page
Title Page…………………………………………………… i
Approval Sheet.……………………………………………. ii
Acknowledgement.………………………………………… iii
Dedication …………………………………………………. v
x
Thesis Abstract....…………………………………………. vi
Table of Contents.…………………………………………. ix
List of Tables...……………………………………………… xii
List of Figures.………………………………………………. xiii
CHAPTER 1 BACKGROUND OF THE STUDY
A. Introduction……………………………….………………………. 1
B. Statement of the Purpose…………………………….…………. 3
C. Significant of the Study………………………………….………. 4
D. Scope and limitations………………………………….…………. 5
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES
A. Theoretical Framework…………………………………………... 7
B. Synthesis…………………………………………………………... 21
C. Conceptual Framework…………………...……………………… 22
E. Hypothesis…………………………………………………………. 23
F. Definitions of Terms….…………….……………………………… 23
CHAPTER 3 RESEARCH METHODOLOGY

A. Research Design………………….…….……………………. ….. 24
B. Research Locale……………………………………….…….……. 24
C. Sample and Sampling Technique Used……….….….…........... 25
D. Instrumentation………………………………………………….… 25
E. Procedure………………………………….………………….……. 25
F. Statistical Analysis of Data …………………...………………….. 26
CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA
A. Results…………………………………………….……………...... 30
B. Discussion………………………………………...…………….…. 35
C. Proposes Lesson Exemplar……………………………………… 39

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CHAPTER 5 SUMMARY, CONCLUSION, AND RECOMMENDATIONS
A. Summary………………………………………………….………. 54
B. Conclusion………………………….……………………….……. 58
C. Recommendation……………………….………………………… 59
BIBLIOGRAPHY
A. Book Sources…………………………………………………. 61
B. Magazines and Journals……………………………………… 62
C. Internet…………………………………………………………. 63
APPENDICES
A. Appendix A-Questionnaire………………………….…………. 64
B. Appendix B- Learning Gains…………………………...……… 73
C. Appendix C-Letter to the Principal……………………………. 74
CURRICULUM VITAE………………………….…………………. 75
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LIST OF TABLES
Tables Description Page
1 Comparability of experimental and control 24

group in terms of first grading grade in
Araling Panlipunan V
2 Pre-Test Performance of the Two Groups 25

of Respondents
3 Test of significant difference between 26

the pre-test scores of the two groups of
Respondents in Araling Panlipunan V
4 Post Test Performance of the 27

Two Groups of Respondents
5 Test of significant difference between 28

the post test scores of the two groups
of Respondents in Araling Panlipunan V
6 Test of significant difference between the 29

Pre-Test and Post test scores of each group
in Araling Panlipunan V
xiii
7 Learning Gains of Two Groups of Respondents 30
7 Test of significant difference between the 31

Learning Gains of the Two Groups of
Respondents
9 Proposed Lesson Exemplar 32
LIST OF FIGURES
Research Paradigm…….……………………………………… 53
1
Chapter 1
THE PROBLEMS AND ITS BACKGROUND
This chapter presents the background of the study, statement of the
problems, significance of the study and the scope and deliminations.
A. Background of the Study

Most teachers would agree that one of the best parts of the job is
seeing the spark – the moment when a strategy is tried, lights a spark of
interest in a student’s eyes. But one of the greatest challenges of a teacher
on today’s generation is to use variety of learning approaches to offer
customized and personalized learning. By customized it means learning
that utilizes data to drive the instructional decision-making process and
align instruction to the unique needs of students. Personalized learning
takes customized learning a step further by incorporating personal
preferences and choice into the learning experience. Adaptive learning fits
within the umbrella of personalized and customized learning and can occur
through high-tech and low-tech options which falls for Blended Learning.
2
The tremendous impact of science and technology has shaken the
old leisurely outlook in life and created intricate problems of social
adjustments. It has engendered an intellectual revolt against tradition, and
against established institutions, beliefs, and social practices. It has created
demand for greater diversity of new skills for wading the development
network of industry and commerce.
The system must be able to train the minds of the educated to cope
with the change. Design a type of education that is positive and functional
to develop the desired cultures and conduct of citizens out of the emerging
cultural and behavioral differences. This must be followed by activities
geared toward physical, mental, moral, and spiritual development;
compassionate membership in a pluralistic society and its institutions;
productive, innovative vocational, technical, and professional work in
pursuit of excellence and service; informed, effective, and responsible
citizenship and leadership, creating and sharing information, knowledge,
leisure and entertainment; protecting, enhancing, and sustaining the
environment; contributing to balanced national, regional, and global
development and most importantly global learning. (Lee, 2014)
In researchers’ experiences, they have observed that their pupils
are very active in class participation if they engage their lessons in using
technology. By showing videos and interactive games through the internet
stimulates their learning better. They are not against traditional style of
3
teaching because it is also helpful in the learning outcome. They should
balance the use of blended learning for successful learning outcomes
because no two students have the same learning needs. They can cater
their pupil’s needs by varying their teaching methods/styles to make sure
that the pupils are enjoying and at the same time, they are learning. In this
way, pupil’s perception in learning will not be weary and vague rather it will
be then engaging and explicit.
B. Statement of the Problem
This study aimed to determine the effectiveness of Blended Learning
in teaching Araling Panlipunan to Grade V pupils of Doña Pilar C. Gonzaga
Elementary School in Mandaluyong city.
Specifically, this research sought answers to the following
questions:
1. How comparable are the experimental and control group in terms of first
grading grade in Araling Panlipunan V?
2. What is the pretest performance of the control group and experimental
group in Araling Panlipunan V?
3. Is there a significant difference between the pre test scores of the two
groups in Araling Panlipunan V?
4. What is the post test performance of the controlled group and
experimental group in Araling Panlipunan V?

4
5. Is there a significant difference between the post test scores of the two
groups?
6. Is there a significant difference between the pretest and post test scores
of each group?
7. What are the learning gains of each group?
8. Is there a significant difference between the learning gains of the two
groups?
9. What lesson exemplars utilizing blended learning can be prepared?
C. Significance of the Study
This research study determined the effectiveness of blended
learning in Araling Panlipunan 5. Thus, the outcomes of this study
significant to the following:
Curriculum Writers. Through this research, they will be given idea
that will contribute to the planning, creation, implementation and reflection
process necessary to create strong curriculum.
LGU’s. This research l will encourage them to be a part of the rapid
change of the educational curriculum by supporting the needs of the
school.
Parents. With this research, it is hoped that they will become more
involved and supportive in the integration of technology to their children’s
learning process.
5
Pupils. This research will make them appreciate and actively
engage in the blended learning activities given to them. Hence, they can
acquire skills making them more competitive in the future.
Teachers. Being the implementers of the educative process, they
need to use and apply blended learning into their classroom instructions.
Through this research, they will be able to realize the role of integration of
technical presentations and traditional classroom methods.
School Administrators. The results of this research will increase
their awareness of the importance of producing learning resources and
educational equipment to teachers.
The researcher. This research will give them the opportunity to
determine the effectiveness of using Blended Learning.
The future researchers. This research will give the future
researchers the opportunity to enhance and further develop the study on
the effectiveness of Blended Learning.
D. Scope and Limitations
This research was designed to measure the effectiveness of
Blended Learning in Teaching Araling Panlipunan V at Doṅa Pilar C.

6
Gonzaga Elementary School. The measures evolved from the levels of
performance of the pupils who used traditional and blended learning.
These profile variables delimited in the grade level. On the other
hand, the assessment of effectiveness of blended learning in teaching
Araling Panlipunan V delimited to the questionnaire drawn from the topics.
The problems in the pupil’s performance will be delaminated.
Fifty-eight (58) pupils of Doṅa Pilar C. Gonzaga Elementary School
in Division of City of Mandaluyong were involved in this research. The
proposed measures were based solely on the results of the analysis of the
input data.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presented the related literature and studies which
the researcher gathered from the journal, foreign and local literature,
unpublished theses and dissertations and internet accessed
information. The mentioned literature and studies were instruments in
the creation of the conceptual framework of the study.
Blended learning in the past, present and future
Today, rapid improvements at ICT (Information and
Communication Technologies) as they affect every other area, they
also influence and change the educational field. As a result of those
changes, new approaches towards learning and teaching processes
have come to the fore.
Blended Learning systems combine face-to-face instruction
with computer-mediated instruction. Blended Learning is the
combination of instruction from two historically separate models of
teaching and learning: Traditional face to face learning systems and

8
distributed learning systems. It also emphasizes the central role of
computer-based technologies in blended learning.
Blended Learning is part of the on-going convergence of two
archetypal learning environments. We have the traditional face-to-face
learning environment that has been around for centuries. On the other
hand, we have distributed learning environments that have begun to grow
and expand in exponential ways as new technologies have expanded the
possibilities for distributed communication and interaction.
In the past, these two these two-learning environments have
remained largely separate because they have used different media and
method combinations and have addressed the needs of different
audiences. For example, traditional face-to-face learning typically occurred
in the teacher-directed environment with person-to-person interaction in a
live synchronous, high-fidelity environment. On the other hand, distance
learning systems emphasized self-paced and learning materials
interactions that typically occurred in an asynchronous, low fidelity (text
only) environment.
The rapid emerge of technological innovations over the past half
century had a huge impact on the possibilities for learning in the distributed
environment. Although it is impossible to see entirely what the future holds,
we can certain that the trend toward blended learning systems will
9
increase. It may even become so ubiquitous that we will eventually drop the
word blended and just call it learning. Learning in the future, it is here to
stay. Therefore, it is imperative that we understand how to create effective
blended learning experience that incorporates both face-to-face and
Computer Mediated elements.
Sharma (2010) suggests a set of definition based on its combination
of approaches, technologies, and methodologies. Three definitions were
provided in his study: blended learning is the integrated combination of
traditional learning with web based on-line approaches; blended learning is
the combination of media and tools employed in an e-learning environment;
and, blended learning is the combination of a number of pedagogic
approaches.
Graham (2004) also agreed that blended learning has no uniform
definition. The study provides also three definitions: combining instructional
modalities, combining instructional methods, and combining online and
face-to-face instruction. Even though blended learning has several
definitions, they are mostly just variations of a few common themes. The
original use of the phrase “blended learning” was often associated with
simply combining traditional classroom training with e-learning activities.
However, the term has evolved to encompass a much richer set of learning
strategies or dimensions (Singh, 2004).

10
According to Singh (2004), blended learning is expanded to five
dimensions. The first is the simplest level - a blended learning experience
that combines offline and online forms of learning where the online learning
usually means “over the internet or intranet” and offline learning that
happens in a more traditional classroom setting (Singh, 2004). Second is
the blending of a self-paced and live, collaborative learning. Self-paced
learning implies solitary, on-demand learning at a pace that is managed or
controlled by the learner. Collaborative learning, on the other hand, implies
a more dynamic communication among many learners that brings about
knowledge sharing (Singh, 2004). Third is the combination of structured
and unstructured learning. Formal learning program is in organized content
with specific sequence like chapters in a textbook. On the other hand, most
learning in the workplace occurs in an unstructured form via meetings,
hallway conversations, or email (Singh, 2004). The fourth dimension is
blending custom content with off-the shelf content. Off-the-shelf content is
by definition generic—unaware of an organization’s unique context and
requirements. However, generic self-paced content can be customized
today with a blend of live experiences or with content customization (Singh,
2004). Fifth level is blending learning, practice, and performance support.
Perhaps the finest form of blended learning is to supplement learning with
practice and just-in-time performance support tools that facilitate the
appropriate execution of job-tasks (Singh, 2004). Blended learning does not

11
have a universally accepted categorization. Some studies were done to set
up their types of blended learning.
A study from Kleber (2015) offers a tangible delineation of blended
learning into four models: rotational, flex, a la carte and enriched virtual. (1)
Rotational model (station, lab, modified flipped, individual): Students move
from one activity or location to mix digital teaching tools and mentored
application. (2) Flex: Credit recovery model where students work
independently at an individualized pace with face-to-face support and
activities. (3) A la Carte: Students take a course entirely online to
supplement their regular in class work. (4) Enriched virtual: A course or
subject in which students have required, face-toface learning sessions with
their teacher of record and then are free to complete their remaining course
work remotely. The sudden increase of blended learning is caused by the
benefit it causes in the educational community. A number of studies are
dedicated to explore blended learning, specifically its relevance to teacher
instruction.
According to Zackerman (2012), the more video segments focus on
targeted bursts of context, including the 'back story' or 'field truth,' the more
learner consumption and appreciation grows, the more delivery of
instruction becomes an effective training. Results from Al Musawi (2011)
showed that there is a dramatic rise in using blended learning approaches
which also made a significant grade improvement for blended learning

12
courses over entire online courses. Osguthorpe & Graham (2003) identified
six benefits it could bring: (1) pedagogical richness, (2) access to
knowledge, (3) social interaction, (4) personal agency, (5) cost
effectiveness, and (6) ease of revision.
Importance of Blended learning
There are many reasons that an instructor, trainer, or learner should
choose blended learning over other learning options. Osguthorpe and
Graham (2003) identified three reasons that one might choose to design
or use a blended learning system:
Pedagogical Richness
One of the most important reasons for blended are more effective
pedagogical practices. It is no secret that most current teaching and
learning practice in education system and corporate training setting is still
focused on Trans missive rather than interactive. Some have seen
blended learning approaches increase the level of active learning
strategies, peer-to-peer learning strategies and learner-centered
strategies used.
Access and Flexibility
Access to learning is one of the keys influencing the growth of
distributed learning environments (Bonk, Olson, Wisher & Orvis, 2002).
Learner flexibility and convenience are also of growing importance as

13
more mature learners with outside commitments such as works and family
seek additional education.
Many learners want the convenience offered by a distributed
environment yet do not want to sacrifice the social interaction and human
touch they are used to in face-to-face classroom.
Cost-Effectiveness
Cost-effectiveness is a third major goal for Blended Learning
systems in both education and corporate institutions. Blended learning
systems provide an opportunity of reaching a large, globally dispersed
audience in a short period of time with consistent, semi personal content
delivery.
Bersin and Associates (2003) have done an exemplary job of
documenting corporate cases that have effectively used blended learning to
provide a large return of investment.
Advantage and Disadvantage of Blended Learning
Advantages. There are seven advantages of Blended Learning
these are: (1) Best personal integration among participants, with the
consequent exchange of experiences; (2) Ability to develop collective
dynamics; (3) Potential cost saving with the formation of groups, to allow a
whole class start and finish the course within the same period; (4) Improved
student assessment in live situations, especially when the subject involves
the formation of relationship performance and attitude of the student front of

14
the public; (5) Ability to perform field work and visits to places of interest; (6)
Humanization of relationship between the institution and students; (7)
Improved learning outcomes within specified time, with more diverse media
and collaboration among students more intense.
Disadvantages. Need to organize classes in person, to reduce
costs, with specified dates, can limit the access of individual students who
wish to study independently and programs with more flexible deadlines,
such as e-learning. Limits the access of students wishing to study individual
programs independently and with flexible hours.
Devaluation of the online teacher-and high appreciation of Professor
presencial Frequentemente distance functions is to tutor, or is not the main
responsible for the content, but only the relationship with the student’s
educational system. One that dominates the content does not care and who
does not care dominates the entire contents.
On the side of the students, the coarse teacher may have a distance
(online) and different teachers in the classroom (in some cases they use
multiple classroom teachers according to each topic), which can cause
breakdown of the student teacher relationship and create situations failure
of communication and evaluation, to weaken the institutional relationship
and make leadership indefinitely, with the opposite result of humanization
want.
15
Identifying Gaps in the Literature
Instructor – centered teaching styles imply that the teacher is at the
center of the instruction, making decisions regarding what material is
presented and who must learn the material.The teacher may be seen as
model of the way in which a learner should approach a particular field or
subject. The teacher may be viewed as an ego ideal and a socializing
agent.
Ana Maria Schuhmann (1992), in the article “Learning to Teach
Hispanic Students,” says that teachers using instructor – centered styles
with multicultural students must communicate clearly when specifying tasks
and presenting new information, using outlines, explaining the material, and
demonstrating solutions to the problems. Further, she said that they should
monitor student success and provide an immediate feedback. Instructor –
centered teachers are sometimes dramatic in discussions and lectures with
the focus on their interpretation of the material. Therefore, evaluation of
students is usually more subjective, with both cognitive (development of
concepts) and affective (development of values) orientations to the content
and the presentation (Bergquist and Phillips, 18).
According to Fischer, one specific approach within the instructor –
centered teaching style is the task – oriented style that assumes “teachers
prescribe the materials to be learned and demand a specific performance

16
(related to teacher – determined competencies) on the part of the
students.”
In addition, instructor-centered teaching style allows the
dissemination of unpublished material and learners to have access to peers
and experts. Group discussion and practice can be engaging and add
additional interest into the topic. Traditional classroom learning
compliments learners in certain learning preferences (those who depend
upon highly teacher-centered methods) and is a good method for “people”
people. It also provides gradual development of complex or difficult
concepts and theories.
On the contrary, interest in the use of technology in education has
come into prominence as national goal. Currently, more than 95% of public
schools have computers (National Center for Education Statistics, 2000).
However, knowledge how to best apply this technology to educate and train
has been unresolved issue for researchers for more than 50 years (see
Atkinson, 1968; Bitzer, Braunfeld, & Lichtenberger, 1962; Suppes &
Morningstar, 1968). The continued interest in technology is attributed to the
recognition that technology has pervasive effects on our daily lives, and our
economy, thus its expected impact on education.
Similarly, Thorne (2003) finds blended learning is a way of making
learning more individualized referring to Howard Gardner on how people
respond to different learning stimuli. In this way organizations and schools

17
can give people different ways of working by means of giving them freedom
to be themselves positively. Other pedagogical approaches widely used are
the activity theory and the social constructive learning theory (Bjarno,
2005).Furthermore, Gynther (2005) said that blended learning does not
only regard the blend between technological and traditional teaching but
also regards the matter of what to learn and what pedagogical method and
what kind of technology that promotes learning and different forms of
knowledge are used in teaching.
Thornburg believed that we are entering an age where we have the
knowledge base and “we have the opportunity to use technologies
[computers and telecommunication] in ways that support modern
pedagogical thought devoted to the premise that all [students] are capable
of learning, even if the pathways for each learner are different”.
An article from International Journal on E-Learning, v6 n1 p81-94 Jan
2007, explores the benefits and challenges of blended learning in higher
education from the perspective of students, faculty, and administration that
have had direct experience with this form of course delivery. Students
indicate that a blended learning model provides them with greater time
flexibility and improved learning outcomes but that initially they encounter
issues around time management, taking greater responsibility for their own
learning, and using sophisticated technologies. Faculty suggest that
blended courses create enhanced opportunities for teacher-student

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interaction, increased student engagement in learning, added flexibility in
the teaching and learning environment, and opportunities for continuous
improvement. They state that the challenges faced in developing such a
course include a lack of time, support and resources for course redesign,
acquiring new teaching and technology skills, plus the risks associated with
delivering a course in a blended format. From an
administrative perspective, blended learning presents the opportunity to
enhance an institution's reputation, expand access to an institution's
educational offerings, and reduce operating costs. The challenges consist
of aligning blended learning with institutional goals and priorities, resistance
to organizational change and lack of organizational structure and
experience with collaboration and partnerships.
Effects of Blended Learning on Students Motivation
The most common benefit researches found from studies conducted
on blended learning has been an increase in student motivation (Berson,
1996; Lipscomb, 2003; Pye & Sullivan, 2001; Wellman & Flores, 2002;
Yang and Chen, 2002). The researchers found that “an increase in
student enthusiasm for learning social studies and a positive effect
on the classroom learning environment occurs when computer-based
instruction is regularly used in the middle school social studies classroom”.
A similar study conducted by Wellman and Flores (2002) focused on the
results reported by teachers who first took part in a professional

19
development program and then implemented online discourse tools
into their instruction. Wellman and Flores found that, “Before this
professional development, teachers reported that approximately15%
of their students participated in classroom discourse. During the
action research period, all teachers reported that nearly 100% of their
students participated in the online discourse activities”.
Studies indicate that student characteristics such as gender play
significant roles in academic achievement (Oxford Group, 2013), but no
study examines performance of male and female as an important factor in
blended learning effectiveness. It has again been noted that the success of
e- and blended learning is highly dependent on experience in internet and
computer applications (Picciano & Seaman, 2007).
Shraim and Khlaif (2010) note in their research that 75 % of the 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.
Related Studies
20
Previous study shows that the use of technology has increased, so
has the amount and quality of research examining the effects of technology
on students. Nonetheless, there is not enough evidence concerning
whether and under what circumstances the use of information technology
can have a powerful independent effect on student outcomes. The research
literature summarizes the effects of specific applications of technology on
student academic achievement, providing samples of well – respected and
innovative software. It then considers how technology affects student
motivation, socialization, and creativity.
As has been noted, a number of studies (meta-analyses) have
summarized in statistical form the results of many of the evaluations and
studies of Computer-Based Instruction interventions. J. Kulik (1994)
summarized 97 controlled quantitative studies carried out in elementary
and secondary schools. Each study compared achievement outcomes in
classes taught with CBI with outcomes in classes without CBI. He found
that students who received CBI scored higher and progressed faster over
the school year (roughly 3 months on a grade equivalent scale) than
students receiving traditional instruction.
By all means, the researchers believe that learning should be flexible
to every changes that happen to learners. A type of learning that can put
the learners at the center of learning and creates a classroom for them that
is full of interactions and collaborations. Hence, a learning that can

21
transform learners from being passive consumers of information into
researchers and content creators should be then practice and observe.
The study by Kintu and Zhu (2016) investigated the possibility of
blended learning in a Ugandan University and examined whether student
characteristics (such as self-regulation, attitudes towards blended learning,
computer competence) and student background (such as family support,
social support and management of workload) were significant factors in
learner outcomes (such as motivation, satisfaction, knowledge construction
and performance). The characteristics and background factors were
studied along with blended learning design features such as technology
quality, learner interactions, and Moodle with its tools and resources. The
findings from that study indicated that learner attitudes towards blended
learning were significant factors to learner satisfaction and motivation while
workload management was a significant factor to learner satisfaction and
knowledge construction. Among the blended learning design features, only
learner interaction was a significant factor to learner satisfaction and
knowledge construction.
The focus of the present study is on examining the effectiveness of
blended learning taking into consideration learner
characteristics/background, blended learning design elements and learning
outcomes and how the former are significant predictors of blended learning
effectiveness.
22
B. Conceptual Framework
The study used IPO, Input-Process-Output, Model for its conceptual.
INPUT PROCESS OUTPUT
First Quarter Grade 1. Formulation of Proposed Lesson

questionnaire Exemplar for Blended
Blended Learning Learning
2. Conduct the test
Traditional Approach questionnaire
Academic Performance 3. Tabulation and

statistical treatment
4. Analysis of data
5. Creating the
proposed exemplar
lesson plan
Figure 1: Research Paradigm

23
As presented in the figure, the research determined the significant
difference in the level of performance of Grade V pupils who used
traditional and Blended Learning. The respondents’ level of performance
was observed during the use of Traditional Learning and Blended Learning
wherein some interventions were applied. After tabulating, organizing,
analyzing and interpreting the data, It lead to the development of proposed
exemplar lesson plan.
C. Null Hypotheses
The researcher hypothesized that:
1. There is no significant difference between the pre-test performance of

the control group and experimental group.
2. There is no significant difference between the post-test performance
of the control group and experimental group.
3. There is no significant difference between the pre-test and post-test
performance of the control group and experimental group.
4. There is no significant difference between the learning gains of the
control group and experimental group.
D. Definition of Terms
For better understanding and appreciation of this research

proposal, the following terms were herein operationally defined:
Blended Learning. The term refers to the blend of technical
presentations and traditional classroom methods. A type of learning with
an independent, manipulative and interactive classroom discussion, which
involves learners to create new learning but with the aid of the teacher.
24
Effectiveness. This implies the effect of blended learning to the

Grade V pupil’s academic performance under Araling Panlipunan V
subject.
Performance. This term implies about the assessment of the
pupils before and after the use of Blended Learning.
Traditional Learning. The term refers to a mere spoon feeding to
learners. There is the use of books and blackboards for classroom
discussions and a type of learning that involves the teacher only as the
source of informatio
Chapter 3
RESEARCH METHODOLOGY
This chapter presented the research design, sources of data which
includes the locale of the study and population and sampling,
instrumentation and data collection procedure, and the tools for data
analysis.
A. Research Design
This study used of quasi-experimental method. As stated by Abraham
& MacDonald (2011), "Quasi-experimental research is similar to
experimental research in that there is manipulation of an independent
variable. It differs from experimental research because either there is no

25
control group, no random selection, no random assignment, and/or no
active manipulation." This type of research is often performed in cases
where a control group cannot be created or random selection cannot be
performed.
B. Research Locale
The study was conducted at Doṅa Pilar C. Gonzaga Elementary
School (Special Science Elementary School). This is a complete
elementary school offering Kindergarten to Grade VI. It is found at M.
Gonzaga St., Hagdang Bato Itaas, Mandaluyong City.
C. Samples and Sampling Technique Used
The respondents of this study are the Grade V- Star and V- SPJ of
Doña Pilar C. Gonzaga School. Fifty-eight (58) who are currently enrolled in
Grade V comprised the total number of respondents. Purposive sampling
method will be employed by the researcher for this study.
D. Instrumentation
The researcher used one set of questionnaire for the pupils. The
questionnaire was in the form of a test on the lessons discussed.
The questionnaire developed by the researcher were distributed to
both sections that who used the Traditional Learning method and Blended
26
Learning. The questionnaires were distributed and collected from the
respondents personally by the researcher.
E. Procedure
There were three stages which had been considered in gathering the
data needed. In the first stage, the researcher sought approval from the
school principal of Doña Pilar C. Gonzaga Elementary School in conducting
this study. In the second stage, the researcher distributed the questionnaire
to the respondents. The last stage was the retrieval of the questionnaire,
tabulation, organization, analysis and interpretation of the data gathered.
F. Statistical Analysis of the Data
The data gathered was generated in tabular forms and to guarantee
the validity and reliability of data that was to be presented and analyzed,
the researcher made used of t-Test analysis using excel. The following
computer-generated value of the percentage, mean, weighted mean and t-
test were used.
Percentage: This was used to identify the ratio between the students and
the total number of students in relation to their distribution during the pre-
test and post-test performance. The Formula for percentage is given below:
27
Where:
P = percentage
F = frequency
N = total number of students
Standard deviation: This was used for several sets of values and means
are computed. The formula for standard deviation is given below:
Standard deviation with frequency:
Standard deviation without frequency:
Where:
28
t-test: This was used to compare two different set of values. This test
compares the mean of two samples. In this study, the t-test was employed
in comparing the means of the pre-test and post-test of the control and
experimental groups. Also, this test is employed in comparing the learning
gains of the two said groups. The t-test uses means and standard
deviations of two samples to make a comparison. The formula for t-test is
given below:
Where:
29
Mean Percentage Scores (MPS): This indicates the ratio between the
number of correctly answered items in a test and the total number of items.
The formula for MPS is given below:
Mean Percentage Scores Equivalent
Grading Scale Descriptors

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
74 and below Did Not Meet Expectation
(Adopted to K to 12 Grading System)
Learning gain: This is defined as the improvement in the students’
learning between the beginning and end of the study. This is
computed with the following formula:
Where:
30
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presented the results and discussions of the research
study. The findings were presented according to the specific problems and
hypotheses posed in Chapter 1 using tabular and textual presentations.
A. Results and Discussions
Table 1
Comparability of experimental and control group in terms of first

grading grade in Araling Panlipunan V
Groups Mean SD Computed Tabular Description Decisio
t t at 0.05 n
Experimental 88.31 2.28 Not Accept
1.18 2.00 Significant Ho

31
Table 1 shows the data on the first grading grade in Araling
Panlipunan V of the experimental and control group. The computed t-
value which is 1.18 suggests that the null hypothesis must be accepted
since it is lower than the tabular value of 2.00 at 0.05 degrees of freedom.
This means that there is no significant difference between the
experimental and control group performance during the first grading
period.
It shows that the two pedagogies in teaching are both effective.
Blended learning is such exciting and interesting that the pupils could
really engage with it. And in the other hand, traditional approach of
learning, teachers impart knowledge and information to students.
According to a study conducted by Akkoyunlu & Soylu (2006)
on students’ views on Blended Learning Environment. The results
showed that the students enjoyed taking part in the blended learning
environment. Students’ achievement levels and their frequency of
participation to forum affected their views about blended learning
environment. Face-to-face interaction in blended learning application
had the highest score. The professor condenses the vast study
material, and delivers to the students in an organized way, which
significantly reduces the burden on the student. Even though lectures

32
are considered a useful teaching learning tool, it has its own pros and
cons. (Dr. Gopikumar Shivaramaiah, 2018)
Table 2
Pre-Test Performance of the Two Groups
Experimental Control
Score Description Percentag
Frequency Frequency Percentage
e
29-35 Outstanding
Very
22-28
Satisfactory
15-21 Satisfactory 24 82.76 19 65.52
Fairly
8-14 5 17.24 10 32.48
satisfactory
Did not meet
0-7
Requirement
Total 29 100 % 29 100 %
Mean 16.52 15.45
Table 2 reveals that 82.76 percent of the respondents under
experimental group falls under satisfactory performance while 65.52
percent of the respondents under control group belongs to the same
level of performance. On the other hand, 17.24 percent of the

33
respondents under experimental group belong to fairly satisfactory
while 32.48 percent of the respondents under control group belongs to
the same level of performance.
As shown also in the table, there is a slight difference between
the means of two groups which are 16.52 and 15.45 respectively.
There is evidence that blended learning has the potential to be
more effective and efficient when compared to a traditional classroom
model (Twigg,2003)
Table 3
Test of significant difference between the pre-test scores of the

two groups in Araling Panlipunan V
Groups Mean SD Computed Tabular Description Decision
t t at
0.05
Experimental 16.52 2.08 Not Accept
Control 15.44 2.13
1.93 2.00 Significant Ho
Table 3 shows the comparative results of the pre-test in Araling
Panlipuna V between experimental and control group. The 1.93
computed t-value is lower than the tabular value of 2.00 at 0.05
degrees of freedom which means that there is no significant difference
between the pre-test scores of the two groups.

34
The study by Pereira et al (2007) aimed to implement innovative
teaching methods--blended learning strategies--that include the use of
new information technologies in the teaching of human anatomy and
to analyze both the impact of these strategies on academic
performance, and the degree of user satisfaction. Blended learning
was found more effective than traditional teaching for teaching human
anatomy.
Table 4
Experimental Control
Score Description
Frequency Percentage Frequency Percentage
29-35 Outstanding 15 51.72 2 6.9
Very
22-28 11 27.93 19 65.52
Satisfactory
15-21 Satisfactory 3 10.34 8 27.59
8-14
Did not meet
0-7
Requirement
Total 29 100 % 29 100 %
Mean 27.31 23.83
Post Test Performance of the Two Groups
Table 4 shows the post-test performance of the two groups. As
shown on the table, 51.72 percent of the respondents under
experimental group falls under outstanding performance, while 27.93
percent belongs to very satisfactory and only 10.34 percent falls under
35
satisfactory. On the other hand, for the control group, 65.52 percent of
the respondents falls under very satisfactory performance, 27.59
percent belongs to satisfactory and only 6.9 percent falls on
outstanding.
It reveals that Blended learning is more effective than
traditional method with regard to academic achievement in Araling
Panlipunan. Several researchers have reported that Blended learning
is more effective than direct instruction method with regard to
academic achievement. Abu Shmais, Wafa (2011).
Table 5
Test of significant difference between the post test scores of the

two groups in Araling Panlipunan V
Groups Mean SD Computed Tabular Description Decision
t t at
0.05
Experimental 27.31 3.87 3.61 Significant Reject
Control 23.83 3.45
2.00 Ho
Table 5 shows the results in determining the significant
difference between the post test scores of the two groups in Araling
Panlipunan V. The Data was subjected to t-test and the computed t-
value is 3.61 and is higher than the tabular t-value of 2.00 at 0.05
degree of freedom. The results suggest that the null hypothesis be

36
rejected as it shows that there is a significant difference between the
post test scores of the two groups.
As shown also in the table, there is a difference between the
means of two groups which are 27.31 and 23.83 respectively.
According to Osguthorpe and Graham (2003) instructors may
be attracted to Blended Learning because it can help improve
pedagogy, help provide greater access to knowledge, and facilitate
increased opportunities for social interaction. Thus, it can be adapted
by teachers this kind of pedagogy for effective learning of students.
Table 6
Test of significant difference between the PreTest and Post Test

scores of Each Group in Araling Panlipunan V
Groups Computed t Tabular t Description Decision
at 0.05
Experimental 19.58 2.05 Significant Reject Ho
Control 19.98 2.05 Significant Reject Ho
Table 6 shows the comparison between the pre-test and post
test scores of each group. The results of both groups were subjected
to t-test and both suggest that the null hypothesis be rejected as
there is a significant difference between the pre-test and post test
scores of the experimental and control groups. The computed t-value
for the experimental group is 19.58 and is higher than the tabular
value of 2.05 at 0.05 degrees of freedom. On the other hand, the

37
control group has a computed t-value of 19.98, which is higher than
the tabular value of 2.05 at 0.05 degrees of freedom.

Evaluation of the student’s use of the new environment
indicated a generally positive evaluation of the main elements of the
blend and widespread use of the new online features.

Results demonstrated marked improvements in pass rates. It
found that the student response was largely positive.
Table 7
Learning Gains of Two Groups of Respondents
Learning Gain Blended Learning Non-Blended
90 and above 2 0
85 - 89 15 1
80 - 84 9 18
75 - 79 2 8
74 and below 1 2
Total 29 29
Mean 59.28 43.69
Table 7 presents the learning gains of the groups of
respondents who underwent blended learning and traditional
approach in teaching Araling Panlipunan.
It reveals that overall, learners who took on blended learning
had an average learning gain of 59 percent, which is way higher than
those who have been placed under traditional approach of teaching
Araling Panlipunan. At least 50 percent of the learners (17) under
blended learning registered post-test scores higher by at least 85

38
percent than from their pretest scores. While only 1 replicated the
same feat from students in the traditional approach group, whose
strength lies in being able to obtain learning gains by 80 percent to 84
percent in 18 of its 29 learners under study.
Blended learning represents an opportunity to support deep
learning. The results are positive. Students seem to like blended
learning and believe teacher is offering more instructional strategies
and resources using blended learning. Students also view positively
the increased and improved student to student communication.
Table 8
Test of significant difference between the Learning Gains of the

Two
Groups Mean Computed Tabular Description Decision
t t at 0.05
Experimental 59.28 Significant Reject
Control 43.69
3.81 2.01 Ho
Table 8 shows the difference between the learning gains of the
two groups. The data was subjected to t-test and the computed t-
value is 3.81, which is higher than the tabular t-value of 2.01 at 0.05
degrees of freedom. The results suggest that the null hypothesis be
rejected because there is a significant difference between the learning
gains of the two groups.

39
The method, however, has been reported in a handful of
academic studies. It has been most commonly used in the education
literature as a tool to help students visualise the consequences of
trends or events (Wagschal and Johnson, 1986; Boujaoude, 2000 ;
Deal, 2002 ). This technique has also been used to stimulate children
to think about the future of their neighborhood.
Banghay Aralin
sa Araling Panlipunan V
I. Learning Objectives:
Sa pamamagitan ng iba’t ibang larawan, ang mga mag-aaral sa

Ikalimang Baitang ay inaasahang:
1. Naipamamalas ang mapanuring pag- unawa sa konteksto

ang bahaging ginagampanan ng simbahan sa layunin at
mga paraan ng pananakop ng Espanyol sa Pilipinas at ang
epekto ng mga ito sa lipunan.
2. Nakapagpapahayag ng kritikal na pagsusuri at

pagpapahalaga sa konteksto at dahilan ng kolonyalismong
Espanyol at ang epekto ng mga paraang pananakop sa
katutubong populasyon.
3. Naiisa-isa ang mga pamamaraan ng pamamalakad ng

mga prayle sa pagpapaunlad ng sinaunang Pilipino.
AP5PKE-IIg-h-8
II. Learning Content
Prerequisite Concepts and Skills

References: Makabayan Kasaysayang Pilipino 5, pahina 93-94
Materials: powerpoint presentation
40
Value Focus: Kahalagahan ng Krityanismo
III. Instructional Procedure:
A. Preliminary Activities
1. Review
“Kilalanin mo”
Magpakita ng mga larawan ng reaksyon ng mga Pilipino sa

kristiyanismo at ipasabi sa bata kung ano ang nilalaman ng larawan.
2. Motivation
“Semantic Web”
Itanong sa mga mag-aaral kung ano ang alam nila sa

salitang prayle? pamamalakad?
B. Developmental Activities
1. Presentation
“Teks ko basahin mo”
Ipabasa ang teksto sa ph. 128-130
2. Recalling of Concepts
Magsagawa ng malayang talakayan gamit ang

sumusunod na tanong :
Ano ang nilalaman ng talata?

Sino ang naatasang magpalaganap ng kristiyanismo sa
bansa?
Ano - ano ang naitatag ng mga misyonerong dumayo sa

Pilipinas?
Mahalaga ba ang papel ng mga prayle sa pagsakop ng

ating bansa? Bakit?
3. Fixing the Skills
41
• Anong pananagutan ng kaharian ng Espanya sa mga

misyonerong ipinadadala sa Pilipinas?
• Ano - ano ang pamamaraan ng pamamalakad ng mga

prayle sa pagpapaunlad ng sinaunang Pilipino?
• Ang mga pamamaraan bang ito ay nakatulong sa pag-

unlad ng sinaunang Pilipino?
4. Further Application
Magsagawa ng pangkatang gawain tungkol sa

pamamaraan ng pamamalakad ng mga prayle sa
pagpapaunlad ng sinaunang Pilipino
“Lights Camera Action”

Isadula ang pakikipagkaibigan ng mga prayle sa mga
sinaunang Pilipino sa pagpapalaganap ng kristiyanismo
5. Summarizing the Lesson

“Graphic Organizer”
Gabayan ang mag-aaral sa pagbuo ng ng konseptong
natutunan.
IV. Assessment
Basahing mabuti ang sumusunod na pahayag
tungkol sa pamamalakad ng mga prayle. Piliin at isulat
ang titik ng tamang sagot.
A. Ang mga prayle ay may pamamaraan ng

pamamalakad sa pagpapaunlad ng mga sinaunang
Pilipino.
B. Iniutos ng hari na kaibiganin ang mga Pilipino

upang higit na madaling maipaliwanag ang
kristiyanismo.
C. Hangad lang hari na sakupin at pahirapan ang mga

Pilipino.
42
V. Home Activity/Extension of Learning
Sumulat ng reaksyon ninyo sa paraan ng

pamamalakad ng mga Prayle sa mga sinaunang
Pilipino.
Banghay Aralin
Sa pamamagitan ng iba’t ibang larawan, ang mga mag-

aaral sa Ikalimang Baitang ay inaasahang:
A. Naipamamalas ang mapanuring pag- unawa sa konteksto

B. Nakapagpapahayag ng kritikal na pagsusuri at

C. Natutukoy ang mga tungkulin o papel ng mga prayle sa

ilalim ng Patronato Real
AP5PKE-IIg-h-8.2.2
II. Learning Concept:

References: downloaded DLL
Materials: organizational chart
1. Review
Balik – Aral “Off the Wall “

43
Ipahanap sa mga mag-aaral ang mga salitang

makikita sa paligid ng silid-aralan at ipabuo ang
kaisipan/kahulugan sa pisara ng Patronato Real.
2. Motivation
“Picture Analysis”
Ipakita sa mga mag-aaral ang larawan ng isang pari at
ipalarawan ito.
1. Presentation
Ilahad sa mga mag-aaral ang mga tungkulin o

papel ng mga prayle sa ilalim ng Patronato Real. Basahin
ang teksto
Gawain 1: Basahin ang teksto
Anu-ano ang mga tungkulin ng mga prayle sa ilalim ng

Patronato Real?
Pangkatin ang mga mag-aaral. Bawat pangkat ay

bibigyan ng gawaing kanilang isasagawa.
Batay sa Gawain 1, ano-ano ang mga tungkulin o
papel ng mga prayle sa ilalim ng Patronato Real?
Lahat ba ng tungkulin ng mga prayle ay may mabuting

epekto sa mga Pilipino? Alin sa mga ito ang may hindi
magandang epekto?
44
Batay sa Gawain 2, ano-anong tungkulin ng mga

prayle sa ilalim ng Patronato Real ang iginuhit ng
Pangkat 1?
Ano-anong tungkulin naman ng mga prayle ang

nabanggit sa ginawang tula ng Pangkat 2?
Sa ipinakitang pagsasadula ng Pangkat 3, ano-anong

tungkulin ng mga prayle ang inyong namalas?
Tandaan Natin:
Mga Tungkulin o Papel ng mga Prayle sa

Ilalim ng Patronato Real
Anu-ano ang mga mahahalagang tungkulin
na ito? Isa-isahin
Mga Tungkulin o Papel ng mga Prayle sa
Ilalim ng Patronato Real.
IV. Assessment
Pasagutan sa mag-aaralang maikling pagusulit.
Panuto: Isulat ang T kung ang pangungusap ay tumutukoy sa

tungkulin ng mga prayle sa ilalim ng Patronato Real at HT kung hindi.
______1. Mamahala sa sistemang pang-edukasyon sa

bansa. Nasa TG
Pasagutan sa mga mag-aaral.
Sa kasalukuyan, may mga pinuno ng simbahang

Katoliko na nakikilahok sa mga usaping pampulitika sa
bansa. Sa pala-gay ninyo, dapat ba silang payagan sa
aktibong pakikila-hok sa mga ganitong usapin?
45
Banghay Aralin

1. Nasasabi ang epekto ng reduccion sa pagsasailalim ng

mga katutubong populasyon sa kristyanismo

mga paraan ng pananakop ng Espanyol sa Pilipinas at
ang epekto ng mga ito sa lipunan.

4. Nasusuri ang relasyon ng mga paraan ng pananakop ng

Espanyol sa mga katutubong populasyon sa bawat isa.
AP5PKE-IIc-d-5
II. Learning Content

References: Makabayan Kasaysayang Pilipino 5,
p.89-90 Makabayan,
Kapaligirang Pilipino, 212-213
1. Review Magbigay ng mga dahilan kung bakit nagkaroon

ng reduccion sa panahon ng mga Espanyol.
46
47
3. Motivation
Ipakita ang larawan ng isang reduccion sa mga

mag-aaral at sagutin ang mga tanong.
Taonong:
1. Ano ang masasabi ninyo sa larawan?

2. Ano ano ang bumubuo dito?
3. Sa inyong palagay bakit kaya simbahan ang nasa
sentro nito?
Brainstorming:
Pagpapalitan ng mga kaalaman tungkol sa aralin.
1. Presentation
Pagbasa ng Talata sa powerpoint
Pangkatang Gawain
Gabay na Tanong:
1.Bakit isinagawa ng Espanyol ang reduccion?
2. Ano ano ang natutunan ng mga Pilipino sa
pagkakaroon ng reduccion?
3.Paano nakatulong ang reduccion sa mga paring
misyonero?

Tanong:
1. Ano ang naging suliranin ng mga misyonero sa

pagpapalaganap ng Kristiyanismo?
2. Ano ang nangyari sa mga Pilipinong di narating ng
mga misyonero?
3. Paano nakatulong ang ginawa nilang reduccion?
4. Sa huli, ano ang naging bunga ng pagkakaroon ng
reduccion sa mga Pilipino?
48
Punan ng sagot ang fish organizer kung saan

nakasulat sa itaas ng tinik ang dahilan ng reduccion
sa mga Pilipino at sa baba naman ay ang naging
epekto nito.

Ano-ano ang mga naging Epekto ng reduccion sa mga
Pilipino
IV. Assessment
Bilugan ang mga pangugusap na nagpapahayag ng epekto

ng reduccion sa mga Pilipino.
1. Natuto ang mga Pilipino ng bagong paraan

ng pagtatanim.
2. Naging madasalin ang mga Pilipino.
3. Napaglapit lapit ang tirahan ng mga Pilipino.
4. Nakabuo ng barangay, bayan at lalawigan.
5. Natuton lumaban ang mga Pilipino sa
Espanyol.
A. Remediation
Ipasulat sa mga mag-aaral ang isang talata

sumasagot sa mga tanong sa ibaba. Isulat ito sa isang
malinis na papel.
1. Bakit at paano nabuo ang reduccion?
2. Sang-ayon ka ba sa pagkakabuo nito?
3. Sa iyong palagay, nakatulong ba ito sa mga

Pilipino?
Banghay Aralin
49

1. Naibibigay ang kahulugan ng tribute

3. Natatalakay ang konsepto ng encomineda at mga
kwantitabong datos ukol sa tribute, kung saan ito kinolekta,
at ang halaga ng mga tribute.
AP5PKE-IIe-f-6
II. Learning Content:

References: Makabayan Kasaysayang Pilipino 5, p.89-90
Makabayan, Kapaligirang Pilipino, 212-213
1. Review
Panuto: Sabihin ang tamang sagot.
1. Pamamahala ng lupain sa panahon Espanyol.

2. Binigyan ng karapatang mamahala sa lupain pati na rin
sa mga nakatira dito.
3. Dalawang uri ng encomienda.
4. Tugon ng mga Pilipino sa sistemang encomienda.
5. Kailan nabuwag ang encomienda
2. Motivation
Magpapanood ng video clip na nagpapakita ng
sistema ng pangongolekta ng tribute
1. Presentation
50
Magsagawa ng talakayan sa pamamagitan ng

sumusunod na mga tanong:
Ano ang nilalaman ng video na inyong napaanood?

Ano ang tributo?
Bakit ito ginagawa ng mga kastila?
Para saan ang tributo?
Sino-sino ang inaasahang magbayad ng tributo?
Saan ito maaaring ihambing sa panahon ngayon?
Magpakita rin ng larawan ng katutubong Pilipino

na nagbabayad ng tribute sa kastila.
Pagbasa ng talata tungko sa tributo.

Ipabuod ang sistemang tributo sa panahon ng
Espanyol sa Pilipinas
Pangkatang Gawain:
Pangkat 1- Pagtapatin ang titik na nasa hanay

B na inilalarawan sa hanay A.
Pangkat 2- Buuin ang graphic organizer. Itala

sa loob ng kahon ang mga naging resulta ng
pangongolekta ng tributo ng mga katutubo
Pangkat 3- Dula-dulaan Magsagawa ng dula-

dulaan tungkol sa pangongolekta ng tributo ng
mga Kastila sa mga katutubo.
Pangkat 4- Pagsulat ng Liham Bilang isang

katutubong Pilipino sa panahon ng Kastila,
sumulat ng isang liham upang maiparating mo
sa mga encomendero ang iyong hinaing bilang
pagtutol sa tributo.

Ano ang tributo?
51
IV. Assessment
Panuto: Sagutin ang mga sumusunod na tanong. Isulat ang

sagot sa patlang na nakalaan sa bawat patlang.
______1. Ito ang ibinabayad ng isang pamilya na binubuo ng
ama, ina at mga anak na menor de edad.
______2. Ipinalit sa tributo
______3. Katumbas ng isang piso sa panahon ng Espanyol.
______4. Buwis na ibinabayad sa pagkamamamayan.
______5.Anong taon naging 12 reales ang tributo na sinisingil?
Magtanong sa inyong magulang kung papaano sila

magbayad ng kanilang buwis ngayon at kung para saan ang
ibinabayad nila. Ihambing ito sa uri ng pagbabayad ng buwis
noon sa ilalim ng pamahalaang Espanyol.
Banghay Aralin



52

3. Naiisa-isa ang mga patakaran ng sapilitang paggawa

AP5PKE-IIe-f-6
II. Learning Content:

References: Makabayan Kasaysayang Pilipino 5, pahina 93-94

1. Review
Pasahan ng Bola
Ipapasa ang bola sa tabi habang umaawit,pagtigil

ng awit ay magbibigay ngpata- karan ng sapilitang
paggawa ang may hawak ng bola.
2. Motivation
Pagsusuri sa larawan
1. Presentation
•Ano ang nasa larawan?
•Ano ang masasabi niyo sa mga ito?
•Sino kaya sa palagay ninyo ang gumawa ng mga ito?
•May kabutihang dulot bas a atin ang mga gusaling ito?
•Dito ba sa ating lugar ay may ganito pa ring mga
gusali?
53
Pagbasa ng talata
Polo Y Servicio o Puwersahang Pagtatrabaho.

Ang polo ay may mabuting ibinunga sa bansa. Isa dito
ay ang mara-ming tulay at lansangan ang naipagawa,
nakapagpatayo rin ng mga simbahan at gusa-ling
pampubliko, gayundin ang malalaking barko na ginamit
ng mga Espanyol sa pandaigdigang kalakalan.

Pagsusuri
•Anu-ano ang mga mabuting naidulot ng sapilitang

paggawa?
•Masasabi ba nating mahalaga ang pagpapatupad ng

sapilitang paggawa? Bakit?
1. Iguhit ang mga bunga ng sapilitang paggawa
2. Pangkatang Gawain
-Pangkat 1-
Dula-dulaan tungkol sa kahalagahan ng
pagpapatupad ng sapilitang paggawa.
-Pangkat 2-
Jingle tungkol sa kahalagahan ng sapilitang
paggawa.
-Pangkat 3-
Slogan Making tungkol sa kahalagahan ng
sapilitang paggawa.
Ano ang kahalagahan ng pagpapatupad ng sapilitang

paggawa?
IV. Assessment
54
Piliin ang mga pangungusap na tumutukoy sa kahalagahan ng

pagpapatupad ng sapilitang paggawa. Bilang lamang ang isulat.
1. Maraming tulay at lansangan ang naipagawa
2. Nauso ang jeep.
3. Nakapagtayo ng mga simba-han at gusaling pampubliko.
Iguhit ang iyong damdamin ukol sa kahalagahan ng

pagpapatupad ng sapilitang paggawa. Gawin ito sa coupon
bond at kulayan.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
This chapter presents the summary of findings, conclusions
and recommendations of the study.
The study was conducted to determine the effectiveness of
blended learning in teaching Araling Panlipunan V. It involved 29
students from each group.
It used quasi-experimental method. As stated by Abraham &
MacDonald (2011), "Quasi-experimental research is similar to
experimental research in that there is manipulation of an independent
variable.
55
In the treatment of data, the researcher used mean,
percentage, t-test and mean percentage score (MPS).
A. Summary of Findings
The following are the salient findings of the study.
1. Comparability of the experimental and control group in

terms of first grading grade in Araling Panlipunan V
The learners’ first grading academic marks in Araling
Panlipunan were 88.31 and 87.51 for experimental and
control group respectively.
2. Pre-test performance of the control group and

experimental group in Araling Panlipunan V
The pretest mean score of the experimental group
was 16.52 while that of the control group was 15.45 with the
former registering 82.75 percent satisfactory performance
while the latter obtaining only 65.52 percent under the same
level.
3. Pre-test performance of the control group and

There was no significant difference in the mean
pretest scores of the experimental and control groups. A
computed t-value of 1.93 for the test of difference in mean

56
pretest scores of both groups, which was less than the
tabulated t-value of 2.00 at .05 level, led to the acceptance
of null hypothesis.
4. Post-test performance of the controlled group and

The posttest mean score of the experimental group
was 27.31 while that of the control group was 23.83 with the
former registering more than half (51.72%) outstanding
performance while the latter obtaining only near 7 percent
under the same level.
5. Significant difference between the post-test scores of

the two groups
There was a significant difference in the mean
posttest scores of the experimental and control groups. A
computed t-value of 3.61 for the test of difference in mean
posttest scores of both groups, which was greater than the
tabulated t-value of 2.00 at .05 level, led to the rejection of
null hypothesis.
57
6. Significant difference between the pre-test and post

test scores of two groups
There was a significant difference in the mean pretest and
posttest scores of the experimental group.
A computed t-value of 19.58 for the test of difference in the mean
pretest and posttest scores of the experimental group, which
was greater than the tabulated t-value of 2.05 at .05 level, led to
the rejection of null hypothesis

7. Learning gains of each group
The mean percentage learning gains of the
experimental and control groups are 59.28 percent and
43.69 percent, respectively with at least 50 percent of the
learners (17) under the latter registered post-test scores
higher by at least 85 percent than from their pretest scores.
While only 1 replicated the same feat from students in the
control group.
8. Significant difference between the learning gains of the

two groups
There was a significant difference in the learning
gains between the experimental and control group. A
computed t-value of 3.81 for the test of difference in the

58
learning gains of the two groups, which was greater than
the tabulated t-value of 2.01 at .05 level, led to the rejection
of null hypothesis.
9. Lesson exemplars utilizing blended learning

These lesson exemplars were modified to suit the needs of
the students. It features the following: reading tasks in
which students are asked to read and reread passages and
respond to a series of text-dependent questions; vocabulary
and syntax tasks which linger over noteworthy or
challenging words and phrases; discussion tasks in which
students are prompted to use text evidence and refine their
thinking; and writing tasks that assess student
understanding of the text.
B. Conclusions
Based on the findings, the following conclusions were drawn:
1. The mean pretest score of the experimental group is not
statistically different from that of the control group; which
suggests the homogeneity of the learners’ performance in
the test across the two groups.
2. The mean posttest score of the experimental group is
statistically higher than that of the control group; which
suggests the superiority of the blended learning over the
traditional approach to teaching Araling Panlipunan.

60
3. Blended Learning method has a positive effect on the
learners’ performance in Araling Panlipunan, hence it is an
effective teaching method
C. Recommendations
Anchored on the preceding findings and conclusions, it is
recommended that:
1. Teachers must continue practicing blended learning in teaching
Araling Panlipunan in order to achieve high performance
among the pupils;
2. Teachers should work hand in hand in order to further enhance
and create activities suited for the pupils which will eventually
translate to a better learning;

3. Teachers should continue providing activities which are very
interesting to the pupils to retain ideas easily;

4. Teachers should be more computer literate to cater the needs
of the 21st century learners;

5. Create a classroom atmosphere that will build and boost pupils’
confidence;
6. Teachers should ensure that pupils are given intellectually
challenging tasks. They should utilize technology to make
excited, more engaged and more interactive in discussion;

61
7. Teachers should develop digitized instructional materials,
interactive on-line educational games and power point slides
that will enhance pupils’ learning;

8. Teacher-generated activity should not be too hard or too easy
so that pupils will not disengage;

9. This study be replicated to validate its results.
BIBLIOGRAPHY
A. Book Sources
Nehru, R. S. S. PhD. (2014). Blended Learning. 4435-37/7

Ansari Road
Darya View. #10 Industrial Avenue, Mahwah, NJ 07430
Shaughnessy, J.J., Zechmeister, E.B; Zechmeister, J.S.(2006).

Research
Methods in Psychology. New York, N.Y.
Moore, D., & McCabe, D. (1993). Introduction to the practice of
statistics.
Gay, L. R. (1992). Educational research (4th Ed.). New York:
Merrill
Graham C. (2004). Blended Learning Systems: Definition,
Current Trends, And Future Directions. Handbook of
blended learning: Global Perspectives, local designs.
San Francisco, USA
Al Musawi A. (2011). Blended Learning. Journal of Turkish
Science Education, Volume 8, Issue 2, June 2011.
Turkey
Bishop J. L., Verleger M. (2013).The Flipped Classroom: A
Survey of the Research.American Society for
Engineering Education. USA
62
Boyer A. (2013).The flipped classroom [online]. TLN Journal,

Vol. 20, No. 1, Kolbe Catholic College
Center for Educational Research and Innovation (2008). 21st
Century Learning: Research, Innovation and Policy.
OECD/CERI International Conference “Learning in the
21st Century: Research, Innovation and Policy”
Magazines and Journals
De Guzman, G.C.(2014, Dec.). Roles of Educational

Technology Towards Quality Education. Volume 63 No.
7.
Tech & Learning: Ideas & Tools for Ed Tech Leaders, Oct.2015,
vol.36, no 3. Pg.42
Tech & Learning: Ideas and Tools for Ed Tech Leaders, Feb
2016, vol.36, no. 7, pg. 30&31
Tech & Learning; Ideas and Tools for Ed Tech Leaders, July
2015, vol. 35, no. 12, pg. 10
Impact of Blended Learning: Tech & Learning: Ideas & Tools for
Ed Tech
Leaders, Jan. 2016, Vol.36, no. 5, pg. 8
Challenges resolved with Blended Learning: Tech & Learning:

Ideas & Tools for Ed Tech Leaders, Jan. 2016, Vol.36,
no. 5, pg. 4
Personalizing Learning with Adaptive Technology: Tech &

Learning: Ideas & Tools for Ed Tech Leaders, Jan. 2016,
Vol.36, no. 5, pg. 18
Engaging Your Beginners: Educational Leadership: Helping

ELLs Excel, February 2016, pg. 19
Tolentino, M.C. (2010). The Roles of Science and Technology

in Nation Buliding. The Modern Teacher, Volume 59 July
2010 No. 2, p. 48
63
De Guzman, G.C.(2014). Roles of Educational Technology

Towards Quality Education. The Modern Teacher, Volume
63 December 2014 No. 7, p. 247
Reese, H. W. ( 2011). Behavioural Development Bulletin Vol. 11
Moore, R. & Berry, B. (2010, May). The Teachers of 2030.

Educational
Leadership: The Key to Changing the Teaching Profession

(Volume 67 No.8), 37
Dr. Roland Birbal1, Dr. Mala Ramdass2 & Mr. Cyril Harripaul3
Journal of Education and Human Development June
2018, Vol. 7, No. 2, pp. 9-26
B. Internet
https://cemast.illinoisstate.edu/downloads/hsrs/types_of_research.pdf
https://www.researchgate.net/publication/201382131_Experimental_R
esearch_Methods
https://cemast.illinoisstate.edu/downloads/hsrs/types_of_research.pdf
https://formulas.tutorvista.com/math/t-test-formula.html
https://explorable.com/experimental-research
https://eric.ed.gov/?id=EJ747810
https://files.eric.ed.gov/fulltext/EJ1168949.pdf
http://shodhganga.inflibnet.ac.in/bitstream/10603/19647/12/12_chapte
r2.pdf
https://www.ijhssnet.com/journals/Vol 8 No 6 June 2018/15.pdf
https://www.researchgate.net/publication/273734050 STUDENTS%27
ATTITUDES_AND_SATISFACTION_TOWARDS_BLENDED_LEARNI
NG_IN_THE_HEALTH_SCIENCES
https://jehdnet.com/journals/jehd/Vol 7 No 2 June 2018/2.pdf

64
Appendix A – Test Questions
Pangkalahatang Panuto: Basahin at unawaing mabuti ang bawat

aytem. Piliin at bilugan ang tamang
sagot.
1. Kapag ang isang bansang malakas ay nasakop niya ang isang

bansang mahina at napasailalim nila ito sa kanilang
kapangyarihan, ano ang tawag natin sa bansang kanilang
nasakop?
a. kalaban b. katoliko c. kolonya d. kristiyano
2. Ang Katolisismo (God) ay ginamit na instrumento upang

mapasunod ang mga tao; Ang Kayamanan (Gold) ang isa sa mga
pangunahing layunin ng Espanya sa pangongolonya ng mga
bansa.
a. Tama ang unang pahayag at mali ang ikalawang pahayag.

b. Mali ang unang pahayag at tama ang ikalawang pahayag.
c. Tama ang dalawang pahayag.
d. Mali ang dalawang pahayag.
3. Noon pa man ay nagtutunggalian na ang Espanya at Portugal sa

pag-angkin ng teritoryo. Bakit si Ferdinand Magellan na isang
Portuges ay naglilingkod sa ilalim ng bandila ng Espanya?
a. Dahil mas makapangyarihan ang Espanya sa Portugal

b. Dahil mas malalakas ang mga armas ng Espanya kaysa
Portugal
c. Dahil mas Malaki ang ibinayad sa kanya ng Espanya kaysa
Portugal
d. Dahil hindi siya sinuportahan ng hari ng Portugal ukol sa
kanyang hiling
65
4. Pag-aralan ang mga pahayag at piliin ang tamang pagkasunod-

sunod ng mga pangyayari. Alin ang tamang pagkasunod-sunod?
1. Hunyo 24, 1571 itinatag ni Legaspi ang siyudad ng Maynila.
2. 1542 naglayag si Ruy Lopez Villalobos patungo sa Pilipinas

3.1525 nang lumakad ang pangalawang ekspedisyon kasunod ng
kay Magellan sa pag-asam na makapagpatayo ng kolonya at
marating ang Moluccas
4. Pebrero 13, 1565 nakarating ang plota ni Legaspi sa Cebu
5. Marso 1565, Legaspi, Datu Sigala at Datu Sikatuna ay nag-
sanduguan.
a. 3,1,2,4,5 b. 3,2,5,4,1 c. 3,2,4,5,1 d. 3,4,2,5,1
5. Ang sumusunod ay dahilan kung bakit nagtagumpay ang mga

Espanyol sa pagkakasakop ng Pilipinas MALIBAN sa:
a. Ang ibang bansa ay tumulong sa Espanya upang mapalakas

ang kanilang pananakop sa Pilipinas
b. Ang mga Pilipino ay walang pagkakaisa. Nahahati ang mga
pangkat ng Pilipino sa iba’t ibang barangay
c. Ang mga Pilipino ay kulang sa mga makabagong sandata.
Tanging pana at tabak ang sandata nila sa pakikipaglaban
d. Ang aral ng Kristiyanismo at pananalig sa isang
makapangyarihang Diyos, paniniwala sa mga espiritu at sa
kapangyarihan ng mga namayapang ninuno
6. Humigit kumulang 333 taong naging kolonya ng Espanya ang

Pilipinas. Ano ang naging kasangkapan ng Espanya sa pananakop sa
ating bansa?
a. bala at rosary c. kayamanan at relihiyon

b. espada at krus d. lakas, kisig at tapang
7. Ang relihiyong ikinalat ng mga Espanyol sa Pilipinas na tinangkang

takpan ang mga simbolo ng sinaunang pananalampalataya sa anito at
bathala. Ano ang tawag sa relihiyong kanilang pinalaganap?
66
a. Budismo b. Hinduismo c. Katolisismo d. Kristiyanismo
8. Nakapaloob sa kasunduang ito na ibinigay ng Santo Papa sa hari

ng Espanya ang tungkulin sa pagpapalaganap ng Krisyanismo sa
mga bansang kanilang magiging kolonya. Ano ang tawag sa

kasunduang ito?
a. Reduccion c. Katutubong Katoliko

b. Tributo at bandala d. Patronato Real de las Indias
9. Upang mapadali ang proseso ng kolonisasyon at pamamahala sa

ating ninuno, tinipon nila ang mga ito sa isang lugar. Ano ang tawag
sa pamamaraang ito?
a. Ayuntamiento c. Reconquitas
b. Encomienda d. Reduccion
10. May dalawang uri ng kaayusan ng bayan ang ginawa ng mga

Espanyol, ito ay ang circular at linear na kaayusan. Alin sa
sumusunod ang nagpapakita ng kaayusang ayon sa konseptong
circular na may sentro, nahahati sa mga parisukat na lote batay sa
Roman Grid Pattern?
a. Casa Real c. Intramuros

b. Bajo De las Campanas d. Luneta Park
11. Noong mga unang bahagi ng pananakop nina Miguel Lopez de

Legazpi sa kapuluuan ng Pilipinas, binigyan niya ng pagkakataon ang
kanyang mga tauhan na makapanakop ng mga lupain upang maging
gantimpala nila sa pagtulong sa Espanya sa pananakop sa Pilipinas.
Ano ang magiging hinuha natin sa sistemang ito?
a. Encomienda b. Hacienda c. Plaza Vista d. Reduccion
12. May mga opisyal na binigyan ng karapatan ng hari ng Espanya na

gumawa ng mga tungkulin na panatilihin ang katahimikan at
kapayapaan sa nasasakupan, mangolekta ng mga tribute o buwis
at tulungan ang mga misyonero na palaganapin ang Kristiyanismo.
Sino ang binabanggit na gumawa ng mga tungkulin?
67
a. Encomendero c. Pari o Prayle

b. Haciendero d. Reducciador
13. Tributo ang tawag sa Sistema ng pagbubuwis sa Pilipinas na

ipinatupad ng mga Espanyol. Ito ay tumutukoy sa pagbubuwis sa
bawat pamilyang Pilipino. Alin sa sumusunod ang HINDI nabibilang
sa mga uri ng pagbubuwis na ipinataw ng mga Espanyol sa mga
katutubong Pilipino?
a. Caja de comunidad c. Falla

b. Diezmos prediales d. Sanctorum
14.Noong 1885 ang tributo ay pinalitan ng pagbabayad ng cedula

bilang pagkilala sa mga mamamayan ng bansa. Saan nakabatay
ang paniningil ng cedula?
a. Nakabatay sa laki ng kita ng isang ,mamamayan

b. Nakabatay sa edad ng bawat mamamayan
c. Nakabatay sa uri ng antas sa lipunan
d. Nakabatay sa posisyon sa lipunan
15. Noong una, ang mga kalalakihan nasa edad 16 hanggang 60 ay

nagtratrabaho sa loob ng 40 araw sa bawat taon na walang bayad.
Ano ang tawag sa pagtratrabahong ito ng mga kalalakihang
Pilipino?
a. Tributo b. Polo y servicios c. Encomienda d. Bandala
16. Ang sapilitang paggawa ay labis na kinamuhian ng maraming mga

katutubo sa bansa. Ano ang tawag sa pagbabayad ng isa at
kalahating reales upang makaiwas dito?
a. Falla b. Pera c. Vinta d. Sanctorum
17. Ang polo y servicios ay sapilitang paggawa ng kalalakihang may

16 hanggang 60 taong gulang. Ano ang tawag sa mga kalalakihang
naglilingkod dito?
68
a. Falla b. Polista c. Servico d. Trabahador
18. Ang mga lugar kung saan sama-samang naninirahan ang mga tao
sa pamamahala ng isang pari. Ano ang hinuha natin sa pahayag?
a. kabisera b. Parokya c. Rancheria d. Visita
19. Naging kagawian ng mga Katolikong Pilipino ang pagdarasal. May

araw silang itinuturing na banal na araw. Ano ang araw na ito?
a. Biyernes b. Linggo c. Lunes d. Miyerkoles
20. Sa panahon ng mga Espanyol ang ating mga ninuno ay sapilitang

pinagbabayad ng buwis o tributo. Sino sino ang pinagbayad ng
tributo?
a. lahat ng mamamayang may edad 16 hanggang 60 taong gulang
b. lahat ng mga mamamayang may edad 21 na taong gulang
pataas
c. lahat ng mga lalaki at babae na may edad 25 na taong gulang
pataas
d. lahat ng mga kalalakihang may edad 21 hanggang 60 na taong
gulang
21. Ang pagbabayad ng buwis noong 1885 ay napalitan ng personal

na sedula. Ilang beses dapat magbayad ng buwis ang mga
mamamayan?
a. minsan sa isang taon c. tatlong beses sa isang taon

b. dalawang beses sa isang taon d. apat na beses sa isang taon
22. Ang sapilitang paggawa ay may mabuti at may masama ring

ibinunga. Alin sa sumusunod na pahayag ang maituturing na isang
masamang naidulot nito?
a. Maramig gusaling pampubliko ang naipatayo

69
b. Maraming mga tulay at lansangan ang naipagawa

c. Maraming mga katutubong Pilipino ang natuto ng mga gawaing
manwal
d. Maraming pamilya ang nagutom dahil ang mga lalaki ay hindi

makapagtanim
23. Ang sumusunod ay ipinapagawa sa mga Pilipinong naglilingkod

sa sistemang sapilitang paggawa, MALIBAN sa:
a. gumagawa ng barko c. gumagawa ng sandata
at bala
b. gumagawa ng simbahan d. gumagawa ng tulay at
kalsada
24. Hindi naging madali ang paglaganap ng Katolisismo sa bansa

dahil sa kanya kanyang reaksyon ng mga Pilipino. Ano ang HINDI
naging hadlang sa pagpapalaganap ng katolisismo?
a. Mga nag-alsang ayaw kumilala s pinuno ng mga Espanyol
b. Mga pangkat ng,mga katutubong nasa bulubunduking lalawigan
c. Mga Muslim na may sariling Sistema ng pamahalaan at relihiyon
d. Mga katutubong naniniwala sa mga espiritu ng mga yumao sa
isang Panginoon
25. Bago pa man dumating ang mga Espanyol ay may sarili ng

paniniwala at pananampalataya ang mga Pilipino. Alin ang
nagpapatunay na may pagkakahawig ang relihiyong Katoliko sa
paniniwala ng mga Pilipino noon?
a. Ang ating mga ninuno ay naniniwala sa espiritu ng mga bagay

gayundin ang mga Katoliko
b. Ang ating mga ninuno ay naniniwala kay Panginoong Hesukristo
gayundin ang mga Katoliko.
c. Ang ating ninuno ay may mga lider na panrelihiyon gayundin ang
mga katoliko
d. Ang ating mga ninuno ay may simbahan gayundin ang mga
Katoliko
70
26. Ang mga prayle ay naging makapangyarihan dahil sa Patronato

Real. Alin sa sumusunod ang naglalarawan ditto?
a. Pagkakaisa ng simbahan at prayle sa pagpapalaganap ng

Kristiyanismo
b. Pagkakaisa ng simbahan at Obispo sa pagpapalaganap ng

Krisyanismo
c. Pagkakaisa ng simbahan at mga katutubo sa pagpapalaganap
ng Kristiyanismo
d. Pagkakaisa ng simbahan at pamahalaan sa pagpapalaganap ng
Kristiyanismo.
27. Maliban sa Gawain ng mga prayle sa pagpapalaganap ng

relihiyon, nabigyan sila ng kapangyarihan sa pamamamahala ng
Kolonya. Ano ang naging dahilan nito?
a. dahil kaunti lamang ang mga opisyal ng mga Espanyol

b. dahil kaunti lamang ang Gawain ng mga Prayle
c. dahil marami silang kakilalang Pilipino
d. dahil masisipag ang mga Prayle
28. Upang matustusan ng mga prayle ang kanilang pamumuhay, sila

ay binigyan ng mga lupain at simula noon naging makapangyarihan
sila dahil
a. sila ay nagkakaroon ng malalawak na sakahan at malalaking

pagawaan
b. sila ay nagkakaroon ng pagkakataon na makapagtatayo ng
malaking bahay
c. sila ay nagkaroon ng pagkakataon na makapagpatayo ng
malalaking simbahan
d. sila ay nagkaroon ng malalawak na sakop ng lupain at sa
kalaunan ay naging mga mangangalakal o negosyante
29. Ito ang pinakamataas na posisyon sa isang kolonya sa panahon

na Espanyol. Ano ito?
a. Alkalde c. Cabeza de barangay

71
b. Gobernador-heneral sa Pilipinas d. Gobernador- heneral ng

Espanya
30. Bukod sa pagpapalaganap ng mga aral ng simbahan,

nakapagtatag din sila ng mga paaaralan. Ano ano ang unang
tatlong paaralan na naipatayo ng mga misyonerong pari?
1. Ateneo de Manila 3. Colegio de San Juan de Letran

2. Colegio de La Concordia 4. Unibersidad ng Santo Tomas
a. 1,2 at 3 b. 2,3, at 4 c. 1,3 at 4 d.
1,2 at 4
31. Noong 1863, nagpalabas ng kautusang magtatag ng Paaralang

Elementarya para sa mga batang katutubo pero hindi naging sang-
ayon ditto ang mga paring Kastila na matuto ang mga Pilipino.
Bakit?
a. baka mawalan sila ng mapapasukan

b. baka humihingi ng kalayaan ang maraming Pilipino
c. baka matuto sa lahat ng pamamaraan ang mga Pilipino
d. baka ang mga Pilipino ang higit na mas marunong kaysa kanila
32. Ilan sa mga tungkulin o papel ng mga prayle sa ilalim ng patronato

real ay mangangaral sa kumpisalan, tagapagbantay ng moralidad,
kawanggawa at Kura-paruko. Ano ang Gawain ng isang padre
Kura?
a. Mamuno ng dayoses c. Mamahala saluoain ng mga prayle

b. Magbibigay ng parusa d. Magtuturo ng dasal at mangolekta
ng buwis
33. Ipinakilala din ng mga Espanyol ang mga bagong mga pananim
mula sa Europa at Mexico. Ano ang ipinapahiwatig dito?
a. paraan ng pag-aaral c. paraan ng pagsasaka

72
b. paraanng pag-aalaga d.paraan ng paggawa
34. Naging mapang-abuso at mapagsamantala ang mga pinunong

Espanyol, kaugnay nito, ano ang ginawa ng mga Pilipino?
a. Nag-alsa sila na ayaw kumilala sa pinuno ng mga Espanyol

b. Naging maayos ang pakikitungo ng mga Pilipino sa pinuno ng
mga Espanyol
c. Naging masaya ang mga Pilipno sa mga ginagawa ng pinuno ng
mga Espanyol
35. Hindi naging madali ang naging karanasan ng mga ninuno natin
sa mga prayle. Sa pangkalahatan, ano ang naging reaksyon ng
mga Pilipino sa naging karanasan nila sa mga Espanyol?
a. Nakipagkasundo ang mga Pilipino sa mga Espanyol

b. Nagwalang kibo nalang sila sa kanilang kalagayan
c. Nagtiis na lamang an gating mga ninuno
d. Natutong lumaban ang mga Pilipino
73
Appendix B – Learning Gains

74
Appendix C – Letter to the Principal

75
CURRICULUM VITAE
CANARY B. VIERNES
153 Saniboy St. Hulo, Mandaluyong City
1550
canary.viernes@depedmandaluyong.org
09126800042
Date of Birth: February 26, 1995
Place of Birth: Vintar, Ilocos Norte
Father: Victorino Larry C. Viernes
Mother: Anacella B. Viernes
Educational Background
Graduate Studies:
Master of Arts in Education
Philippine Christian University Manila
2019
Tertiary:
Mariano Marcos State University
College of Teacher Education
Bachelor of Elementary Education
2015
Secondary:
Ilocos Norte National High School
Laoag City
2011
Elementary:
76
Abkir Elementary School

Brgy. 18, Abkir Vintar, Ilocos Norte
2007
Working Experiences
Doññ a Pilar C. Gonzaga Elementary School

M. Gonzaga Hagdan Bato, Mandaluyong City
Teacher 1
January 2018- up to present
Nueve De Febrero Elementary School

Nueve De Pebrero, Mandaluyong City
Substitute Teacher
July 2017- December 2018
Future Minds Academy

Boni Avenue, Mandaluyong City
Teacher
July 2016- May 2017
Character References
Mrs. Lucia M. Llego

Principal II
Maritess S. Patacsil
Master Teacher I
Dr. Marites D. Mercado

Dean of Education
Philippine Christian University
This is to certify that the above information is true and correct.

CANARY B. VIERNES
Signature Over Printed Name

Effectiveness of Blended Learning in Teaching Araling Panlipunan

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Effectiveness of Blended Learning in Teaching Araling Panlipunan

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EFFECTIVENESS OF BLENDED LEARNING IN TEACHING

ARALING PANLIPUNAN AT DOÑA PILAR C. GONZAGA

This thesis entitled “EFFECTIVENESS OF BLENDED LEARNING IN

TEACHING ARALING PANLIPUNAN AT DOÑA PILAR C. GONZAGA

ELEMENTARY SCHOOL, MANDALUYONG CITY”, submitted by CANARY B.

VIERNES, as partial fulfillment of the requirements for the degree of Master of

Arts in Education Major in Educational Administration, is hereby recommended

for acceptance and approved.

EFREN S. CONSEMINO, Ed. D

Approved by the Committee on Oral Examination with the grade of ___.

KATHLEEN ROSE L. QUIMBATAN, Ed. D.

EDUARDO O. DELA CRUZ JR., Ed. D. MARITES D. MERCADO, Ed. D.

Accepted and approved in partial fulfilment of the requirements for the

degree of Master of Arts in Education, Major in Educational

DR. KATHLEEN ROSE L. GUIMBATAN

The researcher wishes to extend her profound gratitude and deepest

appreciation to the following individuals for their time, expertise, guidance,

Dr. Efren S. Consemino, thesis adviser, for his brilliant ideas,

constant guidance and encouragement;

Dr. Marites D. Mercado, Coordinator of Graduate School of

Education, Philippine Christian University, for her pieces of advice and

suggestions, for the enhancement and betterment of the research;

Dr. Kathleen Rose L. Guimbatan, Vice President of Academic

the pieces of advice and encouragement;

Dr. Eduardo O. Dela Cruz Jr., Dean of Graduate School Arellano

statistical support for the improvement of this research;

Mrs. Lucia M. Llego, Principal of Doña Pilar C. Gonzaga

Elementary School, for her kind consideration and words of

Mrs. Maritess S. Patacsil, Master Teacher of Doña Pilar C.

Gonzaga Elementary School for her unwavering moral support and

extending their help and sharing their knowledge;

To all pupils who extended their support as respondent of this

To her family and friends whose encouragement served as

inspiration in continuing this painstaking; and

that He bestowed upon her.

This study is dedicated to:

And most especially to

My sister who is now in heaven.

TITLE: EFFECTIVENESS OF BLENDED LEARNING

RESEARCHER: CANARY B. VIERNES

DEGREE: Master of Arts in Education

Major in Educational Administration

ADVISER: DR. EFREN S. CONSEMINO

This study aimed to determine the effectiveness of Blended Learning

in teaching Araling Panlipunan to Grade V pupils of Doña Pilar C. Gonzaga

Elementary School in Mandaluyong city.

level. On the other hand, the assessment of effectiveness of blended

learning in teaching Araling Panlipunan V delimited to the questionnaire

drawn from the topics.

Furthermore, there is a significant difference in the mean post test

There is also a significant difference in the mean pretest and

The mean pretest score of the experimental group is not statistically

the learners’ performance in the test across all groups.

There is a significant difference in the mean scores on Araling

Panlipunan between the pretest and posttest of the experimental group.

also a positive effect on the learners’ performance in Araling Panlipunan.

There was a significant difference in the learning gains between the

methods are both effective, the teaching method introduced to experimental

group is superior to that being adopted by the control group.

Anchored on the preceding findings and conclusions, it is

recommended that, Teachers have to continue practicing blended learning

in teaching Araling Panlipunan in order to achieve high performance among

interesting to the pupils to retain ideas easily; Teachers should be more

computer literate to cater the needs of the 21 st century learners;