Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 4 no. 7 (2023)

Unraveling the Effectiveness of Blended Learning: Key Factors for Effective Implementation from the Perspective of Senior High School Students

Julia Carelle M. Samson | Keona Faye C. Abrenica | Riane Jesserine M. Delfin | Myla M. Arcinas

 

Abstract:

Blended learning integrates in-person and online learning, resulting in a flexible learning environment. The main objective of this study is to determine the perceived level of blended learning effectiveness among Grade 12 STEM students from a Philippine private university based in the City of Manila. It also examined the relations between the learners' attitudes, level of efficacy in using the LMS, and academic support received from parents and teachers. A total of 202 SHS students answered the survey questionnaire. Descriptive statistics, Spearman Rho, and multiple regression were employed to analyze the data. Findings show a positive attitude of the learners on the use of blended learning as a mode of learning (x?= 4), high self-efficacy on the use of LMS (x?= 4), high academic parental support (x?=4) and high teachers' support (x?= 4). The findings of their perceived effectiveness of blended learning show a high rating with a x?=4. The Spearman Rho tests found each variable's correlation with blended learning effectiveness. Both instructors' academic support for students and learners' attitudes had a strong positive correlation; LMS self-efficacy had a moderately positive correlation, while parents' academic support had a weak positive correlation. Multiple regression tests revealed that learners' attitudes, academic support from parents and teachers, and students' level of efficacy in using the LMS design feature all predict effective blended learning.



References:

  1. Afable, T. M. M., Lamberto, J. C. D., Ng, T. A. N. P., & Umandap, A. N. S., Arcinas, M. M. (2022). SHS Students’ Engagement in Online Synchronous Collaborative Learning Activities: Correlations with Self-efficacy, Peer Social Support, Well-being and Academic Perfor-mance. International Journal of Multi-disciplinary: Applied Business and Edu-cation Research, 3(6), 1-1.
  2. Aladwan, F., Fakhouri, H. N., Alawamrah, A., & Rababah, O. (2018, November 26). Students Attitudes toward Blended Learning among Students of the Uni-versity of Jordan. Modern Applied Sci-ence, 12(12), 217. DOI:10.5539/mas.v12n12p217
  3. Amadi, G., & Kufre Paul, A. (2017). Influence of Student-Teacher Communication on Students’ Academic Achievement for Effective Teaching and Learning. American Journal of Educational Re-search, 5(10), 1102–1107. DOI: 10.12691
  4. Bouilheres, F., Le, L.T.V.H., Mcdonald, S., Nkhoma, C., and Janduh-Montera, L. (2020). Defining student learning ex-perience through blended learning. Education and Information Technolo-gies, 25, 3049-3069. https://doi.org/10.1007/s10639-020-10100-y
  5. Choe, D. (2020, September). Parents’ and ado-lescents’ perceptions of parental sup-port as predictors of adolescents’ aca-demic achievement and self-regulated learning. Children and Youth Services Review, 116, 105172. https://doi.org/10.1016/j.childyouth.2020.105172
  6. Guillen, N. (2022). Relevance of Blended Learning in Tertiary Schools: A Post-pandemic View. International Re-search Journal of Modernization in En-gineering Technology and Science. https://www.irjmets.com/uploadedfiles/paper/issue_5_may_2022/23209/final/fin_irjmets1652708976.pdf
  7. Hernando-Malipot, M. (2022, October 7). De-pEd readies report on blended learn-ing for PBBM’s approval. Manila Bulle-tin. https://rb.gy/nqyis
  8. Hipol, A., Cabahug, R., & Bongon, R (2019). Impact of blended learning in academ-ic performance of grade 10 students in a selected private high school in San Juan City, Philippines. The 7th South East Asia Design Research Internation-al Conference, pp 25-27, Yogyakarta, Indonesia, July 2019. IOP Publishing Ltd. doi:10.1088/1742-6596/1470/1/012052.
  9. Hrastinski, S. (2019). What Do We Mean by Blended Learning? Tech Trends, 63, 564-569. https://doi.org/10.1007/s11528-019-00375-5
  10. Jaggars, S. S., & Xu, D. (2016). How do online course design features influence stu-dent performance? Computers &Amp; Education, 95, 270–284. https://doi.org/10.1016/j.compedu.2016.01.014
  11. Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the re-lationship between student character-istics, design features, and outcomes. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0043-4
  12. Lara, L., & Saracostti, M. (2019). Effect of Pa-rental Involvement on Children’s Aca-demic Achievement in Chile. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01464
  13. Mahasin, A. (2021). Students attitudes toward blended teaching among students of the University of Calcutta. Internation-al Journal of Advanced Research, 9(07), 267–274. https://doi.org/10.21474/ijar01/13125
  14. Muthuraman, S. (2018). Quality of blended learning education in higher education. Online Journal of Distance Education and E-learning, 6(4), 48-56. https://rb.gy/uaawe
  15. Naseer, S. & Rafique, S. (2021). Moderating Role of Teachers' Academic Support between Students' Satisfaction with Online Learning and Academic Motiva-tion in Undergraduate Students during COVID-19. Education Research Inter-national, valle2021(45), 1-9. doi:10.1155/2021/7345579.
  16. Oxales, O. (2022, July 25). Blended learning and the new normal. manilastand-ard.net. https://rb.gy/blh0w
  17. Prifti, R. (2020). Self–efficacy and student sat-isfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and e-Learning, 37(2), 111–125. https://doi.org/10.1080/02680513.2020.1755642
  18. Tolentino, M.P. & Arcinas, Myla. (2018). Social capital of left-behind children: Deter-minants and association with school performance. Asia-Pacific Social Sci-ence Review. 18. 16-33. https://rb.gy/j940j
  19. Tus, J., Cruz, M., Espiritu, N., & Paras, Niña. (2021). Amidst the Online Learning Modality: The Usage of Learning Man-agement System (LMS) and Its Rela-tionship to the Academic Performance of the Filipino Students. International Journal of Psychology and Behavioral Sciences 2021, 11(4): 9-21. doi: 10.6084/m9.figshare.17151374.v2
  20. Villanueva, J., Redmond, P., Galligan, L., & Eacersall, L (2023). Investigating blended learning interactions in Phil-ippine schools through the community of inquiry framework. Asia Pacific Educ. Rev. https://doi.org/10.1007/s12564-023-09826-4.
  21. Yu, Z. (2021). A meta-analysis of effects of blended learning on performance, atti-tude, achievement, and engagement in different countries. Research Square. doi: 10.21203/rs.3.rs-536691/v1

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic