Attitude and percieve behavior among SHS stem student on IFLEX learning towards

academic performance

In Partial Fulfillment of the Requirements in

Practical Research

Submitted by:

Agan, Dawn Samantha A.

Bangguez, Kaye G.
Bontia, Nichole B.
Labarite, Ladyl Kizna A.
Pasigay, Irish A.
Rauto, Mylce Shanhrhey E.
Salva,Joreiden A.
Velasco, Stephanie R.
Vega, Irene L.

Practical Research Adviser:

Mr. Jedifel M. Yburan

Attitude and percieve behavior among SHS stem student on IFLEX learning towards
academic performance

Introduction
The COVID-19 pandemic has not only changed the way people work but also

how students conduct their studies. As national lockdowns are implemented, working

and studying at home has become the norm; with some classes permanently moving to

online-based learning. Because of the changes, behavior, and attitude of students in the

new normal have an impact in their learning process and academic Performance.

Hence, moving into post-COVID recovery, iFlex learning joins the other learning

modalities. iFlex learning is a school learning system that utilizes either synchronous or

asynchronous instruction. This learning modality is designed to meet the needs of the

students whether they’re connected to the internet or not. iFlex or online learning

modality has become a crucial aspect of everyone's life. Learning online has several

advantages since it develops students’ critical thinking skills.

This paper explores the changes brought about by the COVID-19 pandemic,

which forced students to adapt to online learning, and how these changes affected their

academic performance. The study aims to address the following research questions:

What is the attitude and behavior of SHS STEM students towards iFlex learning

concerning their academic performance, their perceived level of academic success,

time spent on homework each week, time spent with their families, etc. The research

also investigates the advantages and disadvantages of iFlex learning and how it can

affect students' critical thinking skills, personal time, and self-learning. The paper draws

on the learning management system committee's experiences and feedback from

STEM seniors at Liceo de Cagayan University who participated in blended learning. The

study aims to contribute to the ongoing debate on the effectiveness of blended learning

approaches in the post-pandemic era.

Theoretical Framework

The input variables represent the resources and factors that contribute to the

iFlex learning experience. The process variables represent the attitudes and

behaviors that students exhibit towards iFlex learning, which can influence academic

performance. The output variables represent the desired outcomes of the study, which

include improved academic performance, positive attitudes towards iFlex learning,

and improved perceived behavior towards iFlex learning.

The framework suggests that the quality of the input variables can influence the

process variables. For example, if the online learning materials and resources are

inadequate or the technology infrastructure is unreliable, students may develop

negative attitudes and behaviors towards iFlexlearning, which can ultimately affect

their academic performance. Similarly, if teaching strategies and methodologies are

not adapted to the online learning environment, students may struggle to engage with

the material and may exhibit negative attitudes and behaviors towards iFlex learning.

Therefore, the study aims to explore the relationship between the input, process, and

output variables, and identify factors that may influence student attitudes and

behaviors towards iFlex learning, and how these attitudes and behaviors ultimately

affect academic performance.

Statement of the problem

This research revolves around the impact of iFlex learning , a blended learning

approach that combines synchronous and asynchronous instruction, on the attitudes

and perceived behavior of SHS STEM students towards academic performance. The

paper explores the changes brought about by the COVID- 19 pandemic, which forced

students to adapt to online learning, and how these changes affected their academic

performance.

The study aims to address the following questions:

1. What are the attitude and behavior of SHS STEM students towards iFlex

learning concerning their academic performance in terms of :

a. Their perceived level of academic performance

b. Time spent on homework each week

c. Time spent with their families

2. How do learners describe the effectiveness of the iFlex learning in their academic

performance?
 3. What is iFlex learning?

a. How it works.

b. It’s significance.

c. It’s effectiveness on students’ academic performance.

4. What are the advantages and disadvantages of iFlex learning and how can it

affect the students’ in terms of their:

a. Critical thinking skills

b. Personal time

c. Self - learning

This paper draws on the learning management system committee’s experiences

and feedback from STEM seniors at Liceo de Cagayan University who participated in

blended learning. The study aims to contribute to the ongoing debate on the

effectiveness of blended learning approaches in the post-pandemic era.

Statement of the hypothesis

The following statements are the hypotheses that will be tested throughout the duration

of the study :

1. A significant number of students exhibit lack of motivation towards learning in

their online classes based on their behavior and attitude.

 2. There is no significant difference in student performance between students

taught with a iFlex learning model and students taught with a traditional delivery

model.

Methodology

● Research Design

The researchers used a qualitative design and use a phenomenological

approach to obtain data or information on method of interviewing students about

Attitude and perceive behavior among SHS stem students on IFLEX learning

towards their academic performance. The researchers will also use

questionnaires and surveys to facilitate data collection and information.

Data collection method

● The researchers collected data from students from Liceo de

Cagayan University through a survey.

● The researchers prepared a questionnaire to gather data from a

large number of students. The questionnaire should ask questions

related to the attitude of students towards IFLEX learning, their

perceived behavior, and their academic performance.

● The researchers will conduct an interview with selected students

to gain an in-depth understanding of their attitudes, behavior, and

academic performance.
The Respondents of the study

The respondent of the study is composed of SHS STEM students of Liceo de

Cagayan University. One of the vital processes to keep this study successful. This

sampling method is conducted where each member of a population has a capability to

become part of the sample.

The chosen respondents are containing of twenty (20) respondents from the

selected year and strand in Liceo de Cagayan de University. The Grade 11 and Grade

12 STEM students. Those students was chosen by the researchers because they are

suitable and applicable to the study.

Significance of the Study

This study will be undertaken to determine how attitude and perceived behaviors

among stem students affects academic performances. Benefitting the study are the

following:

i. Enhancing IFLEX learning: The study can provide valuable insights into how students

perceive and respond to IFLEX learning. By understanding students' attitudes towards

IFLEX, educators and policymakers can develop effective strategies and interventions

to enhance the quality of online learning, especially for STEM students.

ii. Improving academic performance: The study can help identify potential barriers to

academic performance and develop strategies to address them. By understanding how

students' attitudes and behaviors towards IFLEX learning affect their academic
performance, educators can develop appropriate interventions to improve academic

outcomes for STEM students.

iii. Informing education policy: The study can contribute to education policy by providing

evidence-based recommendations for improving IFLEX learning. Policymakers can use

the study's findings to inform policy decisions related to online learning, technology

infrastructure, and teaching strategies for STEM students.

iv. Supporting student well-being: The study can help educators and policymakers better

support student well-being during the pandemic. By understanding how IFLEX learning

impacts student attitudes and behaviors, educators can develop interventions to support

students' emotional and mental well-being, which can ultimately improve academic

outcomes.

v. Contributing to the literature: The study can contribute to the literature on IFLEX

learning and STEM education. The findings can provide insights into the factors that

influence students' attitudes and behaviors towards IFLEX learning and how these

factors impact academic outcomes. Additionally, the study can contribute to the

development of new theoretical frameworks and models for understanding online

learning in STEM education.

Overall, the study's findings can help improve the quality of IFLEX learning for STEM

students and contribute to the development of evidence-based policies and

interventions to support student success during the pandemic and beyond.

References:

Leovigildo Lito D. Mallillin et al (2021). Behavior and Attitude of Students in the New

Normal Perspective of Learning. EAS J PsycholBehavSci, 3(2), 21-27.

Lou, S.-J., Chen, N.-C., Tsai, H.-Y., Tseng, K.-H., & Shih, R.-C. (2012). Using blended creative

teaching: Improving a teacher education course on designing materials for young children.

Australasian Journal of Educational Technology, 28(5).