BLENDED LEARNING AS AN INNOVATIVE TOOL

FOR EDUCATION: ISSUES AND CONCERNS

In Partial Fulfillment of the Requirements

For the Subject Practical Research 2

By:
APARECE, ABRAHAM C.
BAUTISTA, STEPHANIE JEANNE CLAIRE H.
BENEDICTO, ALEXANDRA D.
CONOPIO, MARCUS DANIEL D.
PADAGAS, HONELYN A.

Mr. Christian H. Renegado

Research Adviser

2018
 Abstract

This paper described the effectivity of the Blended Learning Program to the
students. The researchers conducted a descriptive analysis about blended learning as an
innovative tool for education. Blended learning is an advance learning program in which
the students will learn and participate through the use of technology. Blended learning
started way back 2007 in Cubao, Quezon City wherein it is said to be a success and is
very convenient for the students. It provides new teaching ways to the teachers for them
to improve their ways of teaching. However, the researchers there are still factors that
hinder the students from maximizing the experience in blended learning. Thus, the ability
of the students to learn and participate is at partial risks. The purpose of this paper is to
quantify the effectiveness of factors that comprise the different components of Blended
Learning based on data and parameters that are easily measurable. The objectives of the
study aim to know the issues and concerns of the students towards blended learning and
to know if these issues and concerns hinder the effectiveness of the program for learning
acquisition. The purpose of this research is to answer the issues and concern of the
teachers and students about blended learning due to; location, internet connection, time,
learnings, interactions, and computer illiteracy and these factors hinder the effectiveness
and efficiency of the preceptor’s discussion and the student’s development. This study is
a descriptive research because its main goal is to provide observations and to report
issues and concerns about blended learning. Simple Random Sampling is used by the
researcher as the sampling technique for the study, wherein the researchers have pre-
determined their target population which is the Grade 11 Humanities and Social Sciences
students of Nazareth School of National University.
 TABLE OF CONTENTS

INTRODUCTION............................................................................................................. 1
I. BACKGROUND OF THE STUDY ......................................................................... 1
1.1 CURRENT STATE OF THE FIELD .................................................................................... 1
1.4 RESEARCH GAP .................................................................................................................. 2
1.5 CURRENT STUDY............................................................................................................... 2
II. RESEARCH GAP AND RESEARCH OBJECTIVES .......................................... 2
2.2 RESEARCH OBJECTIVES .................................................................................................. 3
2.3 HYPOTHESES ...................................................................................................................... 3
Alternative Hypothesis................................................................................................................. 3
Null Hypothesis ........................................................................................................................... 3
III. RESEARCH QUESTIONS ....................................................................................... 3
1. Do teachers and students experience difficulties in using blended learning? .......................... 3
3.2 SPECIFIC RESEARCH QUESTIONS ................................................................................. 3
REVIEW OF RELATED LITERATURE ..................................................................... 4
FOREIGN LITERATURE (INDEPENDENT VARIABLE) ...................................................... 4
LOCAL LITERATURE (INDEPENDENT VARIABLE) .......................................................... 5
FOREIGN LITERATURE (DEPENDENT VARIABLE) .......................................................... 6
LOCAL LITERATURE (DEPENDENT VARIABLE) .............................................................. 8
METHODOLOGY ........................................................................................................... 9
I. RESEARCH DESIGN ............................................................................................... 9
III. SAMPLING TECHNIQUE ...................................................................................... 9
III. PARTICIPANTS ...................................................................................................... 9
IV. DATA GATHERING PROCEDURES ................................................................. 10
V. DATA ANALYSIS ................................................................................................... 11
5.1 DESCRIPTIVE STATISTICS ............................................................................................. 11
RESULTS AND DISCUSSION ..................................................................................... 11
I. RESULTS ................................................................................................................. 11
II. DISCUSSION ........................................................................................................... 19
III. CONCLUSION ........................................................................................................ 20
IV. RECOMMENDATION........................................................................................... 21
REFERENCES: .............................................................................................................. 22
APPENDICES ................................................................................................................. 23
APPENDIX A. Ethical Consideration ....................................................................................... 23
APPENDIX B. TALLY ............................................................................................................. 24
APPENDIX C. Research Instrument ......................................................................................... 25
 INTRODUCTION
THE PROBLEM AND ITS BACKGROUND: The following content provides a
brief background about Blended Learning Programs and how it has evolved through its
first every launch outside the country and in the Philippines.

I. BACKGROUND OF THE STUDY

1.1 CURRENT STATE OF THE FIELD
A study conducted by Bonk and Kim (n. d.) showed that the following are the
benefits of having a blended learning in organizations: (1) Learning appropriateness;
having the highest votes from their respondents, it also stated that the respondents are
expected to see more learner-centered, authentic, and individualized learning approaches
in their workplace learning by using a blended learning approach and (2) Familiarity; In
terms of using computers and etc. Nevertheless, the survey clearly discussed that the
majority of their respondents are already using blended learning approaches in their
organizations. Where in fact, they viewed blended learning as a "critical" element to the
strategic planning of their trainings and development within their organizations wherein
they also viewed it as a solution which would be appropriate, acceptable, and familiar
enough for the learners. A survey came from Bonk and Kim (n. d.) showed that (1) Lack
of understanding, (2) Insufficient support, (3) Organizational or Cultural Resistance, (4)
Low quality content, (5) Fast changing technology, (6) Learners who lacks in self-
regulated learning skills and (7) Learner resistance are the most significant issue or
dilemma on Blended learning that must be addressed.

1.2 STATEMENT OF THE PROBLEM

The Blended Learning approach aims to increase the student’s and its preceptor’s
standard of academic participation with the use of the latest technological advancements.
Moreover, it provides a more flexible style for teachers to teach and for students to learn
the basic things needed to be learned. However, students have no limited opportunities in
partaking in the said approach due to lack of time and computer illiteracy. Consequently,
the student’s ability to learn and interact may be in jeopardy. Thus, there is a need to
identify other salient factors that cause issues and concerns of the said approach, which is
the aim of the proposed study.

1.3 CURRENT PRACTICES

The Blended Learning Center (BLC) in Cubao, Quezon City Philippines offer
programs such as Blended Learning approaches and homeschooling. The said institution
was established on the year 2007 considering it as the first Philippine Academic
Institution that offers computer-based approaches. The BLC strongly affirms that
learning is not and should not be confined within the classroom thus, making the

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learner’s acquire knowledge anywhere. The BLC also states that successful participation
in the said approach must require a sense of integrity and the willingness to learn new
things in a non-traditional way.

A number of academic institutions like Nazareth School of National University

have started using Blended Learning Approach for the current academic year. The said
approach proposes different programs to be participated by the students of the said
institution. The approach made by the Nazareth School of National University
categorized blended learning as programs to be taken by Grade 12 senior high school
students at morning and Grade 11 later that day.

1.4 RESEARCH GAP

Various studies have recognized the significance of Blended Learning approach
as an innovative tool for education that aims to develop the competencies and computer
literacies of the 21st century learners. However, the featured studies have not yet raised
certain factors such as the location, personal facilities and time therefore making the
question of whether Blended Learning approach is beneficial at all costs for the students
and its preceptors necessary to be addressed. The purpose of this paper is to quantify the
relationship between the different components of Blended Learning based on data and
parameters that are easily measurable to be able to determine how the said factors test the
effectivity of the program.

1.5 CURRENT STUDY

A survey conducted by Vaughan (2014) showed that the results on the study of
application of Blended Learning has appeared that it has something to do with the manner
called "Collaborative learning applications" wherein it is related on the blended learning
courses. Moreover, it suggested that when blended learning is being efficiently used; the
digital technologies will have a crucial role in the engagement of today’s learners. Even
when digital technology is used as a form of engagement on current students or a (for
example) vehicle as an engagement to effective educational practices, it may or may not
result to active and collaborative learning. If it resulted to be unclear, it is still may be
used as a subject of future study and it can be the basis of future researcher in their study.

II. RESEARCH GAP AND RESEARCH OBJECTIVES

2.1 RESEARCH GAP
Various studies have recognized the significance of Blended Learning approach
as an innovative tool for education that aims to develop the competencies and computer
literacies of the 21st century learners. However, the featured studies have not yet raised
certain factors such as the location, personal facilities and time therefore making the
question of whether Blended Learning approach is beneficial at all costs for the students
and its preceptors necessary to be addressed. The purpose of this paper is to quantify the

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relationship between the different components of Blended Learning based on data and
parameters that are easily measurable to be able to determine how the said factors test the
effectivity of the program.

2.2 RESEARCH OBJECTIVES

In working on this study, the researchers aim;
• To know the issues and concerns of the students toward blended learning.

• To know if these issues and concerns affects the academic performance of the
students and its preceptors.

• To know if there is a significant relationship between blended learning and

learning acquisition.

2.3 HYPOTHESES

Alternative Hypothesis
Issues and Concerns addressed from Blended Learning have significant effects on
its preceptor’s discussion and the student’s participation therefore risking the student’s
learning acquisition.

Null Hypothesis
Issues and Concerns addressed from Blended Learning have no significant effects
on its preceptor’s discussion and the student’s participation therefore risking the student’s
learning acquisition.

III. RESEARCH QUESTIONS

3.1 GENERAL RESEARCH QUESTION
1. Do teachers and students experience difficulties in using blended learning?
3.2 SPECIFIC RESEARCH QUESTIONS
1. What are the issues and concerns of the teachers and students about blended
learning due to the following factors?
1.1 Location
1.2 Internet Connection
1.3 Time
1.4 Learnings
1.5 Interactions; and

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 1.6 Computer Illiteracy
2. How do these issues and concerns affect the following variables?
1.1 Academic performance of the students; and
1.2 Effectivity of the preceptor’s discussion

3. Is there a significant relationship between blended learning and learning

acquisition?

REVIEW OF RELATED LITERATURE

This section refers to the local and foreign studies, inquiries, or investigation that
has been already conducted and has significance to the current study. Citations from these
literatures were taken usually unpublished materials such as manuscripts, thesis, and
dissertations.

FOREIGN LITERATURE (INDEPENDENT VARIABLE)

According to Poon (2012), “Blended Learning gives greater flexibility for student
learning in terms of learning style and study pace”. Considering the fact that blended
learning is a program for education that focuses on using technology and abandoning
some traditional techniques in teaching. It also helps in the efficient progress and
development of the student’s learning. In addition, Poon (2012) stated that “Blended
Learning is used to enhance the student learning experience and engagement in proper
education”. Which states that blended learning can enhance the student learning
experiences because learning is not just confined within the four corners of the classroom
allowing the students to learn and participate in discussions.

“Blended Learning is a formal education program in which a student learns at

least in part through online delivery of content” Innosight Institute (2013) as cited by
Ferriman (2013). Students who partake in Blended Learning can experience having
lectures and pass assignments through online-based discourses. In the present time, the
innovative idea of blended learning modifies the usage of internet from social media
platforms to tools for education. In addition to this, Blended Learning can make a
possible shift to efficient transportation of academic information to the students
anywhere, making their days more productive. Blended Learning is more than the online
textbooks; it is the action of enhancing the student’s proficiency in information
technology and promotes a new avenue for students and teachers to work together.

According to Phil McRae (2015) “Blended Learning is where students’ face-to-

face Education is blended with internet resources or online courses, which has been
gaining considerable attention in education”. Moreover, the main idea of Blended

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Learning is a mixture of both traditional and advanced strategies of teaching. It combines
face-to-face with computer-based education because the students and preceptors who
participate in Blended Learning can go to the extent where they can have academic
discourses at home using online resources.

According to Lalima, Dangwal, K. (2017), Blended Learning is the concept that

includes establishing the incorporation of face-to-face teaching and electronic teaching.
Traditional teaching processes include personal or face-to-face classroom teaching that
provides a full grasp on the teacher’s and student’s immediate feedback on something
within their discourse; group discussions and fast exchange of ideas are incorporated
within the traditional setting. A student’s non-formal interaction with his classmates is
also within the scope of traditional teaching processes which helps them develop social
values and life skills. On the other hand, education supported by ICT can shape the
student’s skills in facing the professional life in the future. These include the access to
electronic libraries that raise the efficiency and convenience of the student’s standard of
learning with just one click. Virtual classrooms may require formal interaction but
promotes the student’s accessibility to learning anywhere. There are also different online
platforms that can be used for leaning like expert lectures found on YouTube and having
resource materials online.

Lalima, Dangwal, K. (2017) also discussed main characteristics of Blended

Learning such as the students can acquire both of the models, either traditional or
electronic and still have the learning needed and can also have face-to-face interaction as
well as the ability to interact with in a virtual space therefore requiring teachers to be
well-versed in both models to attend to the needs of their students. Moreover, students
who participate in blended learning can fully experience new technological advancements
that can develop their different life skills and their personality in general. Blended
learning also enables the students to get exposure and new perspectives on knowledge. In
addition to this, Blended Learning approach yields multi-dimensional learning that are
available to students all over the world. Therefore it can be said that it is child-centric
because it can be utilized by everyone and could provide maximum gain of knowledge to
students.

LOCAL LITERATURE (INDEPENDENT VARIABLE)

According to Godwin-Jones (2005) “New technologies, or new uses of existing
technologies, continue to provide unique opportunities for language learning”. This states
that new technologies can give endless opportunities for proficiency. Moreover, there are
preceding forms of technology that are just waiting to be developed or enhanced for the
betterment of the Society at large.
Flipped Learning model may be recognized as online learning or blended learning
but these three are distinct from one another. Online learning is where it does not require

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face-to-face interaction among teachers and students while Virtual class are meetings,
assignments and lecture that happens online through a certain website while blended
learning incorporates online and face-to-face classes. Nevertheless, all of the things
mentioned above have online basis.

FOREIGN LITERATURE (DEPENDENT VARIABLE)

Ferriman (2013) discussed that many high academic institutions have been
implementing blended learning approach within a classroom setting. This approach is
believed to be viewed as something more exciting for the student that traditional teaching
methods. However, implementing blended learning is not as easy as implementing other
school rules because it has many factors that are put into risks such as the learning of the
students who participate in the said approach. Therefore, institutions should take into
consideration proper planning in order to be successful. In addition to this, Ferriman also
discussed four phases of implementing such as approach as described by Digital Learning
Now which include:

(1) Conditions for success, which include proper allocation of funds and the right
number of unified assistance.

(2) Plan, which encloses the idea of having the right people for the job, enough
materials, its platform and contents, different instructional models and most
importantly, strategic and timely planning for the said approach.

(3) Implement, which makes these plans into reality. Implementing should have
the right support, development, effective and efficient communication and
integration and proper technological support. And

(4) Improve, which discusses the endless enhancement of the said plan.
Improving something to fix errors are vital since time is not persistent therefore
making everything exist fitfully.

Noskova, T., Morze, N., et al. (n.d) mentioned that the modern system of higher
education is now focused not only on the development of future professional competence
but also seeks to prepare students on the new intellectual environment in a changing
digital world. The education system should always reflect the current status that would
provide an effective professional education and self-education activities. In addition, they
believed that the teachers need to understand not just the traditional classroom
environment, but also in a virtual environment wherein it should differ in information and
communication behavior in comparison with the present generation which has changes in
their educational needs. Therefore, the learning environment should appropriately change
processes occurring in the current global world wherein it undertakes the problem for
education on how they would prepare new generations for safe and effective learning,
professionally and their social interactions in global information environment.

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 Some prerequisites of Blended Learning as discussed by Lalima, Dangwal, K.
(2017) include:

(1) Well trained teachers, despite that the said approach is child-centric, it is vital
for the teachers to be well-versed in both approaches to be able to maximize the
approach to its full extent. Teachers of this approach should be highly proficient
and skillful in teaching face-to-face and in teaching using online resources such as
lectures on YouTube and academic discussions using Skype and the like.

(2) Teachers with scientific attitude that requires the teachers to be very observant
to what is happening. Teachers should have great problem-solving skills and
accept failures if there are such.

(3) Teachers with wider outlook and positive approach toward change, teachers
should be able to quickly cope with the constant change that can happen within
the utilization of blended learning. They must have a wider outlook and great
optimism in everything that will happen. Also, they must also be able to quickly
have innovative ideas in mind.

(4) Complete facilities like well-furnished computer lab, internet connection,

provision for video chatting, it is necessary to have well-equipped facilities to be
able to fully maximize blended learning. If not so, there would be a great
possibility that this approach will fail.

(5) Students have access to internet at their private computers, it is also a must for
students to have internet within their residences since blended learning can
happen at any appropriate time.

(6) Flexibility in the system, the educational system must be flexible to changes
because the implementation of blended learning is crucial and may subject to
changes.

(7) Fully aware and agreed parents, blended learning approach may be different
from how the parents during their time went to learn therefore they should be
fully aware that the change of ways is beneficial for their children. Also, they
must support their children and the needs to be able to partake in the said
approach.
(8) Formative evaluation and continuous internal assessment, to be able to
monitor the development and deficiencies of Blended Learning, continuous
assessment must be taken into consideration.
These are few requirements for the Blended Learning Approach to succeed.

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LOCAL LITERATURE (DEPENDENT VARIABLE)
“In the 21st century, everyone is required to use computers to some extent to
function in society” Kawabats (2006). In the present time, it is a requirement for
everyone to be if not highly proficient, be at least of good grasp when it comes it
technology. However, the use of technology in this generation somehow limits to the use
of technology for Social Media platforms; not minding how technology can be an avenue
for their learning.

Salazar, R. (2015) pointed out that the implementation of blended learning was
beneficial to student learning wherein online materials such as videos, learning sites, and
slide presentations are efficient teaching tools to the present diverse students. On the
other hand, the limited amount of classroom time and the students’ difficulty to absorb
the lessons immediately has been considered to be dissatisfaction to some students. Many
view factors such as computers, internet connection and facilities as what are the most
necessary in implementing blended learning but in reality, the most necessary thing to
have in order to successfully implement blended learning is the skill to be able to
maximize its components.

Rodrigo, M. (2013) pointed out that the "Off-task behavior" can be understood as
any behavior wherein it does not involve learning a task or material or where learning
from the material is not the primary goal. Because of this, there are three studies that
examine the differences of the off-task behavior of the students with the use of intelligent
tutoring software in the Philippines in connection with the United States. The study
explained that they had an investigation on whether the Filipino students under the use of
intelligent tutors would exhibit a significant less off-task behavior than their American
students. With this, it has been observed that using the same intelligent tutors in both
countries would engage us into confusion since there is difference in the curriculum. In
their second and third study, it showed that the students in the Philippines used different
intelligent tutoring systems for them to have a fixed amount of time. Nevertheless,
considering the relative roles of cultural factors and past experiences with an adaptive
educational technology on the students in an off-task behavior is an important field on
specifying their future work.

Palmer, J. (2018) mentioned that the Philippines was known as the fastest
growing region in the world. Even though different predicaments (Like volcanic
eruptions, droughts, corruption, widespread drug use and poverty) usually exist within the
country, these do not deprive them from promoting and implementing computer
education in schools equitably.

Palmer, J. (2018) discussed that there are two general types of schools in the
Philippines which are (1) Public School and (2) Private School. In Public Schools, it was
said that they mostly struggle on the deprivation of equipment and space on pursuing

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computer education. An education official, Dr. Pacita I. Habana explained that the
computer education implementation in public elementary schools has no progress at all
but also, some public schools really used their budgeted funds for having computers. On
the other hand, Private Schools are the ones who are within the reach of acquiring
computer education since they offer courses of varying quality. In addition, in Ateneo
Loyola Schools, computers are incorporated in their work-education curriculum where it
is taken by a one semester of seventh-grade students such as basic keyboarding,
programming and etc.

Palmer, J. (2018) also included "Teacher Training" since computer training for
teachers is unnecessary in the Philippines. However, having trainings for teachers is
necessary for being fully equipped is not enough if there is no skill. Moreover, this
discusses that it is vital for the Philippine educational system to train teachers in
participating and incorporating Blended Learning approach in their academe.

METHODOLOGY
PROCESSES AND TECHNIQUES: This chapter describes and identifies the
research methodology used in the study, focuses on the techniques and procedures of
data collection, the participants and techniques necessary for the analysis of data.

I. RESEARCH DESIGN
To achieve the objective and aims of the study, the researchers used a descriptive
research design to observe, analyze and report issues on a certain phenomenon, blended
learning specifically and its incorporation in the academic setting of this generation. The
researcher selects a sample of respondents and conducts a survey to gather data, which
measures the perception and attitude of the students towards blended learning in the
academe.

II. SAMPLING TECHNIQUE

In the goal of having the right sample size, the researchers used Simple Random
Sampling as the sampling technique for the reason that all students of Nazareth School of
National University are under the use of Blended Learning Program.

III. PARTICIPANTS
The target respondents of this study are the Grade 11 students of the Humanities
and Social Sciences strand of National University - Nazareth School. The chosen
respondents are students who have encountered blended learning for the first semester of
the Academic Year 2018 - 2019 which involve both computer literate and developmental
staged students.

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IV. DATA GATHERING PROCEDURES
The researchers finalized their study and allotted time and cooperation in
developing a questionnaire that would serve its role in collecting justifiable and
quantifiable data form the respondents. The survey was based on different questionnaires
and was subjected for approval from the researchers' research adviser. The survey was
created with a series of questions that are easy and appropriately modified according to
the goal of the study. After being approved by the research adviser, the researchers will
distribute each copy to the one hundred twenty-three (123) students of the Grade 11
Humanities and Social Sciences strand. Respondents were given ample time to answer
the questionnaires. Consequently, the researchers collected the questionnaires from the
respondents after completing the survey.

The data gathered from the instrument were tallied and computed. Hence, the
results would hopefully measure the interpretation of the data on how effective is blended
learning for this generation's academic standards.

To interpret the responses, the researchers used the ratings with its descriptive
equivalent. The questionnaire's scale was used in the interpretation of the responses of the
students.

Degree of Responses Verbal Interpretation for Assessment

4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree
The scale given below was used in the interpretation of average weighted mean.

Range of Values Scale Verbal Description

Rate Verbal Interpretation Range

5 Very proficient 4.1 - 5.0

4 Good, sufficient for most tasks 3.1 – 4.0

3 Sufficient for basic tasks 2.1 – 3.0

2 Needs improvement 1.1 – 2.0

1 Inadequate 0 – 1.0

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V. DATA ANALYSIS
5.1 DESCRIPTIVE STATISTICS
In analyzing the data, the researchers were tasked to provide descriptive statistics that
would help in the observance of the research design used. In providing descriptive
statistics, the researchers are to provide observations, interpretations and conclusions
based on the data collected without having to use inferential statistics that includes the
statistical treatment of data.

RESULTS AND DISCUSSION

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA: This
chapter presents the gathered data on the issues and concerns regarding blended learning
as an innovative tool for education which were computed and analyzed by the researchers
in the aim of the completion of the study.

I. RESULTS
1. Profile of Grade 11 Humanities and Social Sciences Senior High School
Students A.Y. 2017 - 2018 of Nazareth School of National University
The first item considered in this study is the profile of selected grade 11 students
from Nazareth School of National University A.Y. 2017 - 2018 which includes gender
and strands.

a. Gender
Table 1

Distribution of Respondents According to Gender

Gender Frequency Percentage

Male 61 50%

Female 62 50%

Total 123 100%

Table 1 shows the gender distribution of the respondents. There were 61 (50%)
males and 62 (50%) female respondents. Total frequency of the respondents is one
hundred twenty-three (123) and the total percentage is one hundred (100%).

b. Strand
Table 2

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 Distribution of Respondents According to Strand

Strand/Track Frequency Percentage

Humanities and Social 123 100%

Sciences (HUMSS)

Table 2 shows the strand distribution of the respondents. Primarily, the goal of
this study was to use and delimit itself from the 11 Humanities and Social Sciences strand
only. Total frequency of the respondents is one hundred twenty-three (123) and the total
percentage is one hundred (100%).

2. Program Awareness of Grade 11 Humanities and Social Sciences Senior

High School Students A.Y. 2017 - 2018 of Nazareth School of National
University
The second item considered in this study is the awareness of selected grade 11
students from Nazareth School of National University A.Y. 2017 - 2018 about Blended
Learning and its tools provided by the institution (Office 365).
Table 1
Program Awareness

Category Frequency Percentage

It’s my first time to use office 89 72%

365

It’s not my first time to use 34 28%

office 365

Table 1 shows the awareness or how many from the respondents are familiar with
office 365. The data shows that 89 (72%) of the respondents are familiar with office 365
and 34 (28%) of the respondents are not.
Table 2
Areas of Blended Learning

Table 2 shows the effectiveness of blended learning areas as to first hand experiences
from Grade 11 HUMSS (Humanities and Social Sciences) students of NSNU (Nazareth
School of National University). Verbal interpretation goes as follows: 5-4 (very
proficient), 4-3 (good, sufficient for most tasks), 3-2 (sufficient for basic tasks), 2-1
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(needs improvement) and 1-0 inadequate. These verbal interpretations are considered
descriptive tools to measure if a certain category is sufficient or not.

Areas of Blended Weighted Standard Maximum Minimum

Learning Mean Deviation Point Point

Interaction

The interaction I 2.76 0.69 Agree (75) Strongly

experience with other Disagree (4)
students in the blended
learning courses
increased.

The interaction I 2.96 0.74 Agree (88) Strongly

experience with the Disagree (20)
instructor in the
blended learning
courses increased.

I was able to form 2.89 0.72 Agree (76) Strongly

distinct impressions of Disagree (3)
some of my classmates
in this course.

I have sense of 3.04 0.76 Agree (87) Strongly

belonging in the Disagree (3)
course.

Online communication 3.01 0.75 Agree (80) Strongly

is an excellent medium Disagree (2)
for social interaction.

I felt comfortable 2.82 0.71 Agree (60) Strongly

conversing through an Disagree (3)
online medium.

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I have the opportunity 2.97 0.74 Agree (78) Strongly
to be able to participate Disagree (5)
in blended learning
outside the school
premises.

Online and face to face 2.95 0.74 Agree (69) Strongly

interactions are vital for Disagree (2)
my learning.

Online and in-class 3.06 0.77 Agree (75) Strongly

work enhanced each Disagree (3)
other.

Average Weighted 2.93

Mean / Standard
Deviation

Computer Literacy

I know how to manage 2.87 0.72 Agree (65) Strongly

Office 365 well. Disagree (2)

My professor properly 2.99 0.75 Agree (79) Strongly

taught me how to use Disagree (1)
Office 365.

I have basic knowledge 3.18 0.80 Agree (69) Strongly

about computer-based Disagree (16)
discussions.

I have used Teams 3.52 0.88 Agree (61) Disagree (11)

(online tasks,
assignments and
activities) in blended

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 learning.

I have used Skype for 2.10 0.53 Disagree (76) Strongly

Business (online Disagree (7)
discussion) in blended
learning.

I have used Forms 2.93 0.73 Agree (72) Strongly

(tests and exams) in Disagree (4)
blended learning.

I have used Sway and 2.84 0.71 Disagree (71) Strongly

PowerPoint in blended Disagree (6)
learning.

I have used Microsoft 3.30 0.83 Agree (60) Strongly

Word in blended Disagree (2)
learning.

Average Weighted 2.97

Mean / Standard
Deviation

Resources

The professor 2.99 0.75 Agree (67) Strongly

maximizes the tools Disagree (1)
that comprise Office
365.

I have the resources to 3.04 0.76 Agree (68) Disagree (25)

be able to participate in
blended learning even
outside the school
premises.

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 The university 2.90 0.73 Agree (76) Strongly
provided sufficient Disagree (3)
resources for this
blended learning
program.

I have strong internet 2.63 0.66 Agree (56) Strongly

connection outside the Disagree (11)
school premises.

I have a strong internet 2.79 0.70 Agree (54) Strongly

connection at home for Disagree (11)
me to participate in
blended learning.

Average Weighted 2.87

Mean / Standard
Deviation

Learning

The professor provided 3.17 0.79 Agree (84) Disagree (9)

clear instructions on
how to participate in
the course activities.

The professor helped to 3.15 0.79 Agree (84) Disagree (10)

focus discussion on
relevant issues in a way
that helped me to learn.

The professor was 3.11 0.78 Agree (91) Disagree (9)

helpful in identifying
areas of agreement and
disagreement on course

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 topics that help me to
learn.

The professor was 3.20 0.8 Agree (86) Disagree (6)

helpful in guiding the
class towards
understanding course
topics.

The professor helped to 3.15 0.79 Agree (94) Disagree (5)

keep students engage
and participating in
productive discussion.

The professor helped 3.15 0.79 Agree (87) Disagree (9)

keep students on tasks
in a way that helped me
to learn.

The professor 3.23 0.81 Agree (69) Strongly

encouraged students to Disagree (13)
explore new concepts
in the course.

Average Weighted 3.17

Mean / Standard
Deviation

Time

The professor clearly 3.27 0.82 Agree (76) Disagree (7)

communicated
important due
dates/time frame for the

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 activities.

The professor clearly 3.25 0.81 Agree (72) Strongly

communicated Disagree (10)
important due
dates/time frame for the
activities.

The instructor provided 3.09 0.77 Agree (83) Strongly

feedback in a timely Disagree (1)
fashion.

I have the time to be 3.06 0.77 Agree (80) Strongly

able to participate in Disagree (2)
blended learning
outside the school
premises.

Average Weighted 3.17

Mean / Standard
Deviation

Experience

The workload in my 2.95 0.74 Agree (75) Strongly

blended learning Disagree (4)
courses is lighter as
compared to my normal
courses.

The workload in my 2.97 0.74 Agree (76) Strongly

blended learning class Disagree (3)
is easier to comply with
than to my normal

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 courses.

The school made a my 3.04 0.76 Agree (80) Strongly

experience in blended Disagree (2)
learning classes
convenient by
providing everything
that I need

Average Weighted 2.99

Mean / Standard
Deviation

SD (Standard 3.01
Deviation)

II. DISCUSSION
The verbal interpretation for the Blended Learning Areas goes as follows:

Range of Values Scale Verbal Description

Rate Verbal Interpretation Range

5 Very proficient 4.1 - 5.0

4 Good, sufficient for most tasks 3.1 – 4.0

3 Sufficient for basic tasks 2.1 – 3.0

2 Needs improvement 1.1 – 2.0

1 Inadequate 0 – 1.0

These verbal interpretations are considered descriptive tools to measure if a

certain category is sufficient or not. Based on the following tables and as developed and
analyzed from the data gathered, there has been a balanced reacted effectiveness when it
comes to the areas such as interaction, being sufficient only for basic tasks such as
chatting and e-mails; computer literacy, that enables not most of the respondents because

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the chosen may or may have this academic year as their first year of blended learning;
resources were also sufficient for basic task, particularly for tasks given within the school
premises because the respondents would have their ability to participate with provided
resources however, they are limited outside of the academe; learning that entails they
have better, learning acquisition however, is hindered by the rest of the factors and is
only exclusive; time, that is sufficient for basic tasks because not a majority of the
respondents have enough time to travel and participate in blended learning programs at
the same time and experience, that suffices their day-to-day need of socializing however,
is limited to the virtual world.

To generalize, blended learning as an in innovative tool for education and its

incorporation in classes outweigh each other. Blended learning is indeed an innovative
tool however, it’s incorporation to the educational system may have and may
continuously result to faulty systems. Moreover blended learning programs may occur
but its success can’t put forward to the farthest extent because:

1. Resources are limited.

- Resources complementary for the completion and successful participation in
blended learning are only available inside the school premises.
2. Not all students are well versed in technology.
- Because all of the students have had computer or online-based classes prior to
this Academic Year.
3. Students feel uncomfortable in blended learning.
- Because some are traditional and are more comfortable in complying with
their requirements in school.
4. Students have limited time to participate.
- People may have limited time because they are travelling to go home or from
school, trainings and other co-curricular activities that may take up the time
allotted for blended learning.
5. Students have no opportunities and means to participate in the program.
- The researchers acknowledged the reality that not all of the students have
means to participate in blended learning such as money.

Therefore, making blended learning inconvenient for some students based on

interpretations thus, risking their learning acquisition if pursued to subsist.

III. CONCLUSION
In conclusion, the issues and concerns are that students are located far from
school which takes up their time to travel instead of having the opportunity to participate
in blended learning classes. Moreover, not everyone has the resources deemed to be
necessary in participating such as internet connection. The most important area
acknowledged must be the Computer literacy of the students because it serves as the main

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factor to be able to successfully participate and learn in blended learning programs.
Relatively, these issues and concerns impact the students' academic performance because
it limits them to maximize what needs to be learned in the specific blended learning
program. In different circumstances, the preceptor's discussion is also affected by blended
learning since the ability of the preceptor to teach depends on the ability and the
availability of the students to participate in the said program. In addition, there is a
significant relationship between blended learning and learning acquisition because a
person's ability to fully participate in the said program can give him the chance to learn
what needs to be learned and contrarily, a person who does not know how to participate
cannot acquire sufficient knowledge about the course or program. Accordingly, the
findings gathered expound that blended learning is an effective and innovative tool for
education its incorporation within the academe, specifically within the Nazareth School
of National University is not fully developed, making the system faulty and difficult to
use for the students.

IV. RECOMMENDATION
This study provides multi-perspective awareness to people within and outside the
academe therefore the researchers recommend the study to the following:

1. SCHOOL ADMINISTRATION; to provide a well-established guide for blended

learners that will be instructed to them prior to the Academic Year and provide quality
materials within the school campus or premises. Lastly it is recommended for the school
administration so they can be able to set alternatives to the students who cannot perform
blended learning, perhaps giving them the opportunity to use school facilities such as
desktops, internet connections and such.

2. EDUCATIVE COMMUNITY; to provide three (3) adjustable blended learning

programs and schedules for students who have difficulty in participating because of the
lack of resources & opportunity.

3. STUDENTS; to make themselves aware of how factors such as time, location,

resources and such can impede their ability to learn. The study is further recommended to
the students so they can help in the adjustment of the incorporation of blended learning to
the curriculum.

4. FUTURE RESEARCHERS; to help them in having basis in other inquiries related to

the current study. This is further recommended to future researchers for them to be able
to develop and enhance the theories and ideas identified by the current researchers. With
this, a more cohesive and exploratory analysis can be produced.

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REFERENCES:

Noskova, T., Morze, N., et al. (n.d) Information Environment of Blended Learning:
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ON%20ENVIRONMENT%20OF%20BLENDED.pdf?sequence=1

Poon, J. (2012) Use of Blended learning to enhance the student learning experience and
engagement in property education. Retrieved
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Ferriman, J. (2013). How to implement Blended Learning [Infograpic]. Retrieved

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infographic/

Lalima, Dangwal, K. (2017) Blended Learning: An Innovative Approach. Retrieved

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Rodrigo, M. (2013). Student Off-Task Behavior in Computer-Based Learning in the

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Bayonito, J. (2015). The Perceived Acceptability of the Computer-Assisted Language

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APPENDICES
APPENDIX A. Ethical Consideration

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APPENDIX B. TALLY

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APPENDIX C. Research Instrument

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