CHAPTER 1

BACKGROUND OF THE STUDY

Will things "return to normal" when the COVID-19 issue is resolved, or will
there be a continued boom in online education? Regardless of the effects of COVID-
19, a moment of crisis is a chance for all educational institutions to look to the future.
Digital technology in mathematics instruction has excellent potential. It gives
students quick access to knowledge, rapid learning, and enjoyable chances to put
what they've learned into practice. It helps them to deepen their knowledge and to
learn new lessons. Students can benefit from education technology by making
learning more interesting and collaborative. Students learn through doing and using
critical thinking rather than memorization. Teachers use videos, animations,
captivating movies, and other forms of media in the educational process to aid in the
development of student’s abilities and understandings of students. Additionally, it can
encourage and enthuse the students about their academic progress.

Teaching mathematics with technology enhances the teacher’s ability to teach

students about problem-solving. Technology assists teachers in the construction of
realistic complex problems in the class setting. These problems are modeled after
real-world problems that the student might encounter in real life. By this means,
mathematics uses problem-solving to create contexts that simulate real life.
Problem-solving is an integral part of all mathematics learning and teachers are
required to help students develop the skills needed to solve problems through the
subject of mathematics (Mkomange et al. 2012).

This use of technology can promote fear and stress, and it also sends
inaccurate messages about the purpose of mathematics. Math is about
thinking deeply, discovering patterns, and making connections. Automaticity
with math facts and math skills is critical, but how we get students to
automaticity matters. A focus on memorization without understanding

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promotes a joyless, nonsensical form of mathematics that requires
remembering a large amount of seemingly disconnected information. In
addition, technology that simply transfers a gradual release—the “I do, we
do, you do” structure—to an online format is a form of passive learning that
strips math of student agency and rigor. Although gradually releasing
responsibility is an effective model in other content areas, in mathematics
this model is best flipped to give students the agency to decide what
strategies they want to use and how they might solve a problem. We need
them to problem solve rather than learn to repeat a specific list of
procedures given by the teacher. Problem-solving skills are more valuable
than memorization, and they’re the true work of mathematicians. If we’re
integrating technology into our classrooms to engage students in real-world
experiences, our students must be given opportunities to do real
mathematics. (George Lucas, 2022)

There is generally no country-wide curriculum or official guide for teachers to ensure

the basic needs are met, and what guides do exist are written in a formal language
not approachable to the average teacher.   Teaching is based on computation, not
comprehension of the concepts behind the numbers. Without that deeper
understanding of mathematics, students don’t retain the knowledge. Lessons are
given in quick succession and there is little sequence or progress in mathematics
instruction. In addition, large class sizes, insufficient preparation of public-school
teachers, and lack of quality educational materials contribute to poor instruction and
there are few technological resources that could aid in learning . The Philippines
government is turning to technology to meet these challenges by utilizing innovations
in ICT and education. In 2011, Department of Science and Technology (DOST)
Secretary Mario G. Montejo initiated the project “Technology Package for Student
Learning Empowerment.” The idea was to create new forms of educational content,
especially for primary education, to improve the quality of Philippine education. By
utilizing efficient and affordable software and hardware, students can benefit from
new ways of learning. The initiative is a collaboration across sectors: The Science
Education Institute (SEI) of DOST financed and monitored the project; the University
of the Philippines National Institute for Science and Math Education (UP-NISMED)
wrote the lesson scripts; the Advanced Science and Technology Institute (ASTI)
provided hardware and software resources; the Department of Education made
possible the pilot testing of the material in public schools;  and the Philippine Council
for Industry, Energy and Emerging Technology Research and Development
supported the production. (Karen Cirillo, 2014)

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 References:

https://ivypanda.com/essays/the-impact-of-technology-on-the-learning-and-
teaching-of-mathematics/

https://www.edutopia.org/article/effective-technology-use-math-class

https://isif.asia/tackling-math-with-technology-in-the-philippines/

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STATEMENT OF THE PROBLEM

This study aimed to the effectiveness of blended learning in relation to

students’ engagement during internship of college education students.

More specifically, this sought to answer the following questions:

1. What is the level of blended learning in terms of:

1.1 Student Satisfaction, Course Satisfaction and Grades
1.2 Student Perceptions of Convenience and Grades
1.3 Student Engagement and Grades
2. What is the level of students’ engagement during internship in terms of:
2.1 Affective Liking for Learning
2.2 Behavior, Effort, and Persistent
2.3 Cognitive
3. Is there a significant relationship between blended learning and student
engagement during their internship?

HYPOTHESIS

This study tested the hypothesis with 0.896 level of significance. There's
significant relationship between effectiveness of blended learning and students’
engagement during internship of education college students.

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THEORETICAL AND CONCEPTUAL FRAMEWORK

This research study is anchored in Dewey's theory of experiences and Kolb's

experiential learning theory. Dewey defined the theory of experience as the
connection between individual learning experiences, behavior, and future decisions
(Dewey, 1986). The concept involves interaction with students and the environment
in order for the individual to be influential in his way.

This theory is relevant to the study since it gives an overview of the

experiences of teacher interns in blended learning environments. The combined
learning approach enables them to be innovative in how they approach problems
during their internship. Likewise, Kolb defines the theory of experiential learning as to
how an individual acquires knowledge from the experience of understanding and
incorporating it into their experience (Kolb, 2017). The theory shows how teacher
interns selected technology and materials suitable for online teaching experiences.
This theory also allows teacher interns to acquire their actual teaching knowledge.
This helps them gain the methodologies through their experiences on executing and
managing online lessons.

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 Presented in Figure 1 is the conceptual framework of the study. The
independent variable is the blended learning with the indicators in terms of student
satisfaction, course satisfaction and grades, student perceptions of convenience and
grades, and student engagement and grades. The dependent variable is the
students’ engagement during internship with the indicators in terms of affective liking
for learning, behavior, effort, and persistent and cognitive.

Independent Variable Dependent Variable

Blended
Students’ Engagement
Learning
During Internship

- Student Satisfaction,
- Affective Liking for
Course Satisfaction and Learning
Grades - Behavior, Effort, and
- Student Perceptions Persistent
of Convenience and - Cognitive
Grades
-Student Engagement
and grades

Figure 1: Description of Conceptual Framework

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SIGNIFICANT OF THE STUDY

This study is about the Effectiveness of Blended Learning in Relation to

Students’ Engagement During Internship of College Education Students brings forth
knowledge and insights that are relevance to the following:

For school administrators, department heads and subject instructors, this study
will serve as a tool for them to be able to provide adequate support to every student
to facilitate more effective of blended learning. It provides extensive ideas that are
beneficial in terms of instructional decision-making and helping students in coping
with blended learning.

For parents, this study will serve as a guide for them to be able to understand
the supplication of every student toward blended education. And for them to make
some adjustments for their children’s convenience.

For future researchers, this will help them expound the discussion of their
specific problem as the theories in this study can be used as a reference for their
research. Any relevant ideas that show the relationship between this research and
their study would support their findings.

For the readers, especially students who’s currently experiencing blended

classes. This study will provide information regarding those factors that shaped their
perception regarding to the effectiveness of blended learning. The information
presented in this research will help them find suitable strategies to overcome
difficulties that they are dealing with.

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 For those who didn’t experience the said situation, any information found in this
study will give them a wider and clearer understanding of blended learning. This
study will give them at least an idea and awareness that might be helpful to their
family and friends who are experiencing the same situation.

DELIMITATION AND LIMITATION OF THE STUDY

The scope of the study focuses on the Effectiveness of Blended Learning in

Relation to Students’ Engagement During Internship of College Education Students.

The study was limited only to those 19 graduate students in Holy Cross
College of Sasa, Inc. were participants in Bachelor of Secondary Education Batch
2021-2022. The main purpose of this study is to point out the effectiveness of
blended learning in relation to students’ engagement during internship of college
education students. Results from the study may serve as a tool for them to take
action with the supplications of every student’s engagement during their internship
towards the effectiveness of blended learning.

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DEFINITION OF TERMS

The following terms are defined operationally for a better understanding of the
terminologies:

Blended Learning

According to Graham (2006) “blended learning systems combine face-to-face

instruction with computer-mediated instruction”. "The deliberate synthesis of
classroom face-to-face learning opportunities with online learning experiences,"
according to Garrison and Kanuka (2006).

Similarly, blended learning described it as the adoption of technological

innovations to integrate the two types of education—face-to-face and distance
education—in order to facilitate face-to-face interactions between faculty members
serving as teachers or mentors and students. These innovations are not required to
have specific electronic tools or specific quality with the availability of learning
sources linked with content and learning activities (Ismail, 2009). In relation to
Hassan (2010), it is a method of instruction designed to support the student in
achieving the desired learning objectives by fusing traditional education with e-
learning practices that take place both inside and outside of the classroom.

Students’ Engagement During Internship

Engagement among students has been noted as a key factor in determining

dropout, especially when it occurs gradually throughout a student's life and factors
that went into the decision to withdraw (Jimerson et al., 2009). Several research

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have connected better academic achievement and it has frequently shown to be a
factor in student engagement dependable determinant of conduct and academic
performance in schools (Appleton, Christenson, & Furlong, 2008; Schmidt &
Shernoff, 2008).

REVIEW OF RELATED LITERATURE

The review of related literature discuses, blended learning’s effectivity, and its
indicators. It further covers the factors and quality of education towards blended
learning. With the given literature reviews, readers will have broader ideas and may
be applicable to preservice teachers as participants of this study.

BLENDED LEARNING

As accentuated by Huang et al. (2006), highlighted that blended learning can

be characterized firstly with its flexibility of providing learning resources; through it,
students can reach to various resources at different times and places that are not
limited to their teacher’s cited resources or even the schoolbooks. Secondly, it
supports learning diversity as it gives the teacher the ability to prepare various
learning materials that fit various students’ levels of learning. Thirdly, it enriches the
e-learning experience; as students can learn information technology skills of
searching information, downloading and uploading documents, bookmarking
important websites, and even the virtual interaction with the learning community.

According to Chan and Koh (2008), it as the combination of elements of

classroom training, with live and self-paced E- learning, and with advanced
supportive learning services in a manner that provides an experienced tailored to
each student’s needs.

Moreover, Ja'ashan (2015) defined blended learning as face-to-face class

meetings, with some class sessions replaced with online instruction. Hui Liu (2016)

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 added that it is the integration of multiple teaching means, teaching media, teaching
environments.

A. Student Satisfaction, Course Satisfaction and Grades

In an attempt to ensure equivalence to the face-to-face unit, the online unit

used a multimedia approach to the delivery of materials, including lecture materials,
which is likely to explain the high levels of satisfaction expressed by online students.
Boling et al. (2012) discovered that online students preferred multimedia and high
levels of interaction over those that relied heavily on text-based resources.
Furthermore, students were pleased with the instructors' accessibility and prompt
feedback.

As revealed by Lyke and Frank (2012) discovered no differences in

performance on unit quizzes between online and face-to-face students in a theories
of counseling course. Other studies have found no differences in student grades
between the modes of unit delivery. However, other research has found that
students who take online courses outperform those who take equivalent classroom-
based courses. It has been suggested, however, that students who are motivated to
study online are more likely to be organized and self-motivated than their classroom-
based peers.

The literature on student satisfaction in online courses is less clear than that
on active learning. While some studies have found that learner-centered activities
are important for student satisfaction in online courses (Ellis & Cohen, 2006),
Cuthrell and Lyon's (2007) recent study contradicts this finding. It was discovered
that students preferred a combination of instructional strategies that included both
active and passive modes of instruction.

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B. Student Perceptions of Convenience and Grades

Based on the study, high achievers thought that blended learning compared
to low-achieving students, learning offered greater convenience and reduced travel
time and costs. It is difficult to interpret this finding. Certain research findings indicate
that students frequently appreciate flexibility in time and location as well as a better
degree of self-control. These benefits, which are typically built-in to online or mixed
learning environments give students more flexibility, balancing work and family
commitments while keeping their jobs (Ashton & Elliott, 2007; Fleck, 2012; Poon,
2012; Smyth et al., 2012) could assist students in quickening their learning in the
direction of earning their degree (Reiss & Steffens, 2010). It's possible that blended
courses' efficiency and adaptability are appealing to pupils who excel because of the
format enabling people to utilize their time more effectively by participating in.
Academic work is done when students are not enrolled in classes on campus. On
low achievers, on the other hand, might think about the moment when they do not
interact in class and pretend that it is just leisure time was only called off.

Furthermore, research has shown that student perceptions are more accurate
predictors of student learning outcomes than other approaches, such as outside
observations or teachers' subjective assessments of their own teaching practices
(Maulana et al., 2015). The validity and reliability of student ratings are somewhat
compromised despite the fact that it is a more cost-effective way since student
assessments typically reflect their expectations for the teacher (Mateo, 2000; De
Jong and Westerhof, 2001; Maulana et al., 2015; Van der Lans et al., 2015).

C. Student Engagement and Grades

As stated by Kuh, Kinzie, Buckley, Bridges, and Hayek (2007), student

engagement is "participation in educationally effective practices, both inside and
outside the classroom, that lead to a range of measurable outcomes" and “the extent
to which students are engaging in activities that higher education research has
shown to be linked with high-quality learning outcomes" (Krause & Coates 2008).

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 Besides, other definitions of engagement include "the process by which
institutions and sector bodies make deliberate attempts to involve and empower
students in the process of shaping the learning experience" (HEFCE 2008) or
"Institutional and Student Union (SU) processes and practices, such as those
relating to student representation and student feedback, that seek to inform and
enhance the collective student learning experience, a process that involves both
institutional and SU processes and practices" (Little, Locke Scesa & Williams 2009).

As mentioned by Krause and Coates (2008), say that engagement may be

those calibers for exertion understudies themselves commit with educationally
purposeful exercises that help straightforwardly to wanted conclusions. Additionally,
Chen, Gonyea & Kuh (2008), say that engagement may be those levels on which
learners are captivated for their instructive exercises. Also, that participate is
positively connected to a host of wanted outcomes, including secondary grades,
personal satisfaction, also persist. Different investigations characterize engagement.
As far as interest, effort, motivation, time on task and recommended that there is a
causal relationship the middle of locked in time, that is, those times of time over
which learners would totally concentrate with respect to also take an interest in the
learning task, and academic accomplishment (Beer, Clark, & Jones, 2010).

STUDENTS’ ENGAGEMENT DURING INTERNSHIP

The internship student teachers, studies report that this was a very
challenging task for teacher education institutions since the internship was not
possible (Cho & Clark-Gareca, 2020). While there is a dearth of investigations
documenting the internship during the pandemic, there are several of significance in
the present investigation. Debrah et al. (2021) used semi-structured interviews with
student teachers from Ghana and found out that online teaching was deemed
ineffective due to the lack of infrastructure, cost of internet data, and poor internet
connectivity. They also argue the importance of student satisfaction as a factor in

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course design as well as assessment and evaluation measures are important factors
in determining the effectiveness of online learning.

In addition, revealed that pre-service teacher trainees experienced

significantly less anxiety on following a virtual internship course. Trainees had
reported that they were able to obtain a realistic understanding of teaching and felt
better prepared for its practice as a result of the virtual internship course. The
training provision of learning from videos of authentic classroom events, had resulted
in good preparation for the actual professional teaching context. The results of this
study implied that virtual internships can be a useful asset in teacher education
(Theelen et al.,2020).

A. Affective Liking for Learning

The term "affective involvement" describes how students feel about his peers,
teachers, school, and learning (for instance, the student feels favorably about his
teachers (Jimerson et al, 2006). In the recent research, this construct has also been
referred to as psychological engagement and emotional involvement (Appleton,
Christenson, Kim, & Reschly, 2007).

Moreover, in both individual learning and group learning and engagement

processes, affective processes are crucial (Linnenbrink-Garcia et al., 2011;
Järvenoja et al., 2015; Polo et al., 2016; Isohätälä et al., 2019). The engagement and
attitude of students toward learning and learning settings are seen to be influenced
by their emotions, such as enjoyment, boredom, pride, and anxiety (Pekrun and
Linnenbrink-Garcia, 2012).

Furthermore, students are more likely to feel like they belong and are
understood and cared for by their peers when they have opportunities to interact and
listen to each other, offer emotional support, share learning experiences, and
develop respect. Warm classroom interactions with peers create a friendly

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environment and assist in satisfying students' demand for relatedness (Ciani,
Middleton, Summers, & Sheldon, 2010).

B. Behavior, Effort, and Persistent

Student accomplishment of an online course is the outcome of a complex

phenomenon called persistence. Practically all of the research on the topic agrees
that motivation, communication with the teacher, and peer and family support can be
used to get beyond challenges to persistence and help a student succeed in an
online course (Levy, 2007; Müller, 2008; Park & Choi, 2009). Recent research has
widened the definition of persistence as a characteristic that is essential for students'
performance in online courses. Based on this review, it is believed that the success-
related qualities actually make the students more persistent, which results in
success.

In online courses where success is defined as passing the course,

persistence has been linked to student achievement as a complicated variable
(Bunn, 2006). Persistence is the culmination of elements that improve a student's
capacity for completion, many of which are frequently unrelated to knowledge.
successfully completing a course online (Park & Choi, 2009). Failure to persevere
leads to failure to finish a course or to carry on with a programmed of study (Müller,
2008). Early detection of a student who could struggle in an online course might help
the teacher apply evidence-based interventions to increase persistence in the
student.

C. Cognitive

As mentioned by Sharan and Than (2008), cognitive engagement is related to

motivational goals and self-regulated learning. It refers to how students learn in the
classroom, with the goal of motivating themselves, and how they organize their
learning strategy to get a good grade in English. Furthermore, during the teaching

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and learning process, teachers have motivated students to participate and be active
in the classroom.

On top of that, cognitive engagement in students is related to strategic

learning strategies and active self-regulation. This type can be seen in learning
investments, flexible problem-solving, independent work styles, and so on. In this
case, both students and teachers must develop their own learning strategies in order
to create a positive learning environment (Christenson et al. 2012).

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