CHRISTIAN ECCLESIASTICAL SCHOOL

Senior High School

The Influence of Blended Learning on the Academic Performance of Grade 11 HUMSS

Members:

Arma, Bea B.

Asuncion, Samantha Nicole

Berol, Kristine Mae S.

Bungay, Shayne Krestley D.

Domingo, Rhyza Venice A.

Lobusta, Kristhel T.

Madrid, Mikhail Jherico T.

Moral, Marienel E.

Pagdilao, Rhozen Andmarson

Uson, Jan Viktor P.

Villamor, Jervy Ace D.

11 HUMSS A

GROUP A
 TABLE OF CONTENTS

I. CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction 3

Background of the Study 4

Statement of the Problem 5

Scope and Delimitation 6

Significance of the Study 7

Definition of Terms 8

II. CHAPTER II: REVIEW OF RELATED LITERATURE

Local Literatures 9

Local Studies 9

Foreign Literature 10

Foreign Studies 10

Synthesis of Review of Related Literature 11

III. CHAPTER III: RESEARCH METHODOLOGY

References 16

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 CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction

Blended learning is an educational approach that combines digital technology and traditional

analog teaching methods to implement safety measures to limit the spread of COVID-19. It has

been found to outperform fully online or fully face-to-face learning in the majority of cases. Studies

have used various approaches to evaluate the impact of blended learning, such as evaluating

students' final exam scores and in-course exams, as well as creating instruments to quantify the

impact of blended learning (Bernard et al., 2014; Boelens, De Wever, and Voet, 2017; Means et al.,

2013; Spanjers et al., 2015; Strelan, Osborn, and Palmer, 2020).

The purpose of this research paper is to determine whether blended learning has a positive or

negative impact on the academic performance of 11-HUMSS students. Researchers investigated

the impact of blended learning by interviewing the participants. It was hypothesized that the

implementation of blended learning may have significant effects on the possible performance of

students in school.

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Background of the Study

The concept of blended learning has become increasingly popular in recent years, and its

implementation has been accelerated by the COVID-19 pandemic. Blended learning is an

educational approach that combines both traditional ways of teaching and online ways of teaching.

The study aims to identify the negative and positive influences of this approach on the academic

performance of 11 HUMSS students.

In a study by Hesse (2017), blended learning has been shown to increase student engagement and

student achievement and can be implemented fairly easily, while according to another study,

blended learning has some effect on students' cognitive and learning styles (Chen & Lu, 2013).

Even though there are already studies on this topic, more should be done to understand these

influences, which can help educators design better blended learning programs that meet the needs

of their students while ensuring academic success.

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Statement of the Problem

The Grade 11 HUMSS students of CES have encountered difficulties throughout their blended

learning classes, such as problems with an internet connection, financial stability, the learning

environment, and difficulty grasping course materials in online classes. Despite the negative side

of blended learning, it still has benefits for students and teachers, such as flexibility, a more

personalized learning experience, reduced travel expenses between school and home as there are

only three days of face-to-face classes, and the use of LMS and other digital teaching tools.

The reason for conducting this study is to identify the positive and negative influences of blended

learning on the academic performance of students. This study can also help faculty discover

student problems with blended learning, which can assist them in creating successful and alternate

learning programs to increase students' competencies, thus decreasing the burden on both students

and teachers.

This study aims to determine the negative and positive influence of blended learning on the

academic performance of 11 HUMSS students. The following research questions will guide this

study to achieve this goal:

1.What are the opinions of 11 HUMSS students regarding blended learning? Did they prefer

traditional learning over blended learning and vice versa?

2.How does blended learning positively or negatively affect the academic performance of 11

HUMSS students?

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3.What are the experiences of HUMSS students with blended learning?

4.Does blended learning have different impacts on academic achievers and at-risk students?

Scope and Delimitation of the Study

This study entitled “The Influence of Blended Learning on the Academic Performance of 11

HUMSS Students of CES S.Y. 2022-2023” will be conducted in Christian Ecclesiastical School.

The target levels for this study are the Grade 11 students under the sections of HUMSS. The

coverage of the study focuses on the positive and negative influence of blended learning on the

academic performance of Senior High School Grade 11 HUMSS students in Christian

Ecclesiastical School for the school year 2022-2023. This will be limited to students who have

chosen blended learning as their mode of learning.

However, this study will not include faculty members and staff of CES, parents of the students,

students from other grade levels, and students from other schools as this study will solely focus on

the 11 HUMSS students' perception and experiences regarding blended learning such as

advantages, challenges and suggestion for improvement.

The outcomes we have gathered in this study will be the basis for determining the influence of

blended learning on the academic performance of Grade 11 students.

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Significance of the Study

This study will be significant as it can give ideas on how blended learning can possibly have an

impact on students' academic performance. This study will be beneficial to the following group of

individuals, as mentioned below:

Students

This study will benefit students, as they will know if blended learning may be the reason for how

they perform in their academics. If they identify themselves as having difficulties because of

blended learning, this study will help them find approaches to boost their academic performance.

School Faculty and Policy Makers

This can help the school faculty and policy makers to determine if their students have problems

with blended learning, in which they can assist them in creating successful and alternate learning

programs to increase students' competencies, thus decreasing the burden on both students and

teachers.

Future Researchers

This research will give ideas and can also be a useful reference for researchers who would like to

do a related study on the influence of blended learning on the academic performance of students

to further expand the topic at hand.

Parents

This study will help the parents to utilize and manage how much allowance the students need. It

can maximize the parent's budgeting management for present and future needs.

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Definitions of Terms

Blended learning/Blended Learning Approach - an approach that combines face-to-face and

online classes.

Online class - a course conducted over the Internet. They are generally conducted through a

learning management system, in which students can view their course syllabus and academic

progress, as well as communicate with fellow students and their course instructor.

Face-to-face classes - is an instructional method where course content and learning material are

taught in person to a group of students. This allows for a live interaction between a learner and an

instructor. It is the most traditional type of learning instruction.

Academic performance - measurement of student achievement across various academic subjects.

Teachers and education officials typically measure achievement using classroom performance,

graduation rates, and results from standardized tests.

LMS - A learning management system (LMS) is a highly adaptable “online education hub” that

provides a large and indispensable set of features to efficiently support teaching and learning

activities for schools, businesses, and entrepreneurs.

Researcher-participant Relationship - The researcher–participant relationship in observational

research is of central importance to qualitative, field-based research outcomes. To negotiate this

relationship successfully, the researcher must have a clear understanding of his or her positionality,

different researcher roles, and ethics in conducting fieldwork. Moreover, the researcher should be

able to adopt different roles throughout the course of the study and maintain a stance of openness,

curiosity, and mindfulness.

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 CHAPTER II: REVIEW OF RELATED LITERATURES AND STUDIES

REVIEW OF RELATED STUDIES

Local Literature

The College of Arts and Technology has published an article showing the advantages of using

blended learning as an approach to classroom-style education due to the COVID-19 pandemic.

Addressing the growing belief that this is an entirely fresh approach, Department Secretary Leonor

Briones cleared that the country has been practicing distance learning for decades. Several colleges

have given their students online courses and assessments, but challenges remain. The benefits of

adapting to blended learning include promoting autonomy, boosting efficiency, and allowing

flexibility.

Local Study

In a study by Vilo & Taha (2023), assess the effectiveness of Blended Learning Approach (BLA)

and its implication on the students performance in Sultan Kudarat State University-Kalamansig

Campus for the 2nd semester, Academic Year 2020-2021. A result from their study with an overall

mean of 3.01, described as “fairly effective” implies that the blended learning approach is effective

in providing quality education even in times of educational crisis. Their study further implies that

this approach is effective in delivering the lesson among the students. It allows students to

demonstrate their knowledge and skills even in asynchronous mode of delivery.

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Foreign Literature

In a study by Hesse (2017), examines the effects of blended learning on student engagement,

student achievement, and student perception in K-12th grade classrooms. Blended learning has

been shown to increase student engagement, student achievement, and student perceptions of

technology and of the material being taught, and it can be implemented fairly easily. The study

explained that blended learning could increase achievement if implemented well. The reviewed

research indicates that students also developed additional skills through the use of blended learning,

such as the ability to self-pace and self-direct.

Foreign Studies

According to one study, blended learning fosters a more collaborative and engaged learning

environment that alleviates students’ anxiety and dread of making errors (Graham et al., 2013).

However, some educational actors still find difficulties in implementing blended learning because

there are several disadvantages in its implementation. The disadvantages in blended learning are;

teachers must work extra hard in implementing blended learning; teachers find difficulties to

divide the proportion between face-to-face and online learning; and blended learning has some

effect on students' cognitive and learning styles (Chen & Lu, 2013).

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Synthesis of Review of Related Literature

The review of related literature and studies explains the information about the blended learning

and its influence towards academic performance.

Local studies highlighted the effectiveness of Blended Learning Approach (BLA) and its

implication on student performance, stating that the blended learning approach is effective in

providing quality education and also emphasizes the effectiveness of BL in delivering the lesson

among the students.

The foreign literature points out that blended learning can be implemented fairly easily and may

improve if blended learning is implemented well. It has been demonstrated to increase student

engagement, achievement, and perceptions of technology and the material being taught.

According to research conducted abroad, despite the fact that blended learning encourages a more

collaborative and active learning environment, certain educational actors still struggle to put it into

practice due to a number of disadvantages.

Overall, the review of related literature and studies shows that, although blended learning has some

advantages, there are also certain disadvantages to its implementation. Further study is required

on the use of particular types of blended learning in various content areas. Even though some of

these studies already exist, more should be done to assist teachers in selecting the best program to

start with based on their field of study.

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 CHAPTER III: RESEARCH METHODOLOGY

This chapter covers an overview of the methodology used in the study. The discussion in this

chapter are the research design, population and sample of the study, validation of research

instrument, research ethical consideration, and data gathering procedures for the qualitative

research on the influence of blended learning to the academic performance of Grade 11 HUMSS

students of Christian Ecclesiastical School.

Research Design

Narrative Approach

The narrative approach is the qualitative research design that is most appropriate for this study.

The narrative approach can benefit the researchers by collecting and analyzing the research

participants' personal experiences. The one-on-one interview will be the method of data collection

that researchers employ to obtain information from the research participants. It is the most

appropriate and efficient method because it enables the researchers to obtain accurate data and

results as well as in-depth information about the respondents' experiences with blended learning.

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Research Population and Sample of the Study

The population of the study is the entire 11 HUMSS students of the Christian Ecclesiastical School.

The sample for the study will be the selected five academic achievers and five at-risk students

using purposive sampling.

The criteria for selection are as follows:

1.Enrolled in Christian Ecclesiastical School as grade 11-HUMSS students.

2. Academic achievers and at-risk students of 11-HUMSS.

3. Students who are willing to participate in the study.

4..Students who have experienced blended learning.

Purposive sampling's primary goal was to focus on specific characteristics of a population that

were of interest, allowing researchers to collect more accurate and precise responses and also to

determine if blended learning had a different impact on different types of students, which can help

answer research questions.

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Validation of Research Instrument

The participants will be asked to answer a series of questions related to the research topic. The

researchers will carefully examine these questionnaires in collaboration with the subject teacher

of practical research to ensure that they are appropriate and relevant to the study. If any

modifications are needed, the researchers will make sure to address them promptly in order to

maintain the validity of the research instrument. The goal is to gather accurate and reliable data

that can be used to draw meaningful conclusions about the topic at hand. Participants can rest

assured that their responses will be kept confidential and that their input is essential for the success

of this study. By validating the research instrument, the researchers can ensure that the study is

conducted with integrity and produces valuable insights for future studies in this field.

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Research Ethical Consideration

As a qualitative study is an in-depth examination of the personal experiences of the participants,

the following precautions are taken to protect the participant’s rights:

1. Voluntary participation of respondents in the research is important. Moreover, participants

have rights to withdraw from the study at any stage if they wish to do so;

2. Informed consent was sought from the participants;

3. The use of offensive, discriminatory, or other unacceptable language needs to be avoided

in the formulation of Interview;

4. Participant anonymity is protected through the use of pseudonyms;

5. Any type of communication in relation to the research should be done with honesty and

transparency;

6. The protection of the privacy of research participants and adequate level of confidentiality

of the research data has to be ensured, and lastly;

The researchers and participants must have researcher-participant relationship during research so

that the data will not be biased or false.

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Data Gathering Procedure

The data for this study will be gathered through a one-on-one interview. The researchers will be

conducting semi-structured interviews that will be recorded for analysis and will have open-ended

questions connected to the students' experiences with blended learning and the positive or negative

impact they think it has on their academic performance. Moreover, the study will collect data on

the students' academic performance, including their grades, test scores, and attendance records.

The researchers will observe the participants while they answer questions.

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REFERENCES

Buhl-Wiggers, J., Kjærgaard, A., & Munk, K. (2023). A scoping review of experimental evidence

on face-to-face components of blended learning in higher education. Studies in Higher Education,

48(1), 151-173. DOI: 10.1080/03075079.2022.2123911

Chen, S., & Lu, Y. (2013). The negative effects and control of blended learning in university. In

International Conference on Education Technology and Information (pp. 28-31). Atlantis Press.

DOI: 10.2991/icetis-13.2013.6

Commonwealth Institute of Information Technology. (n.d.). Blended learning in the Philippines.

Retrieved from source

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