Students&rsquo; Perception and Learning Environment on Their Level of Engagement in Blended Learning Modality

Arman  P. Nuezca,; Roberto  B. Pelarca,; Jinky  C. Malicia,

Students’ Perception and Learning Environment on Their Level of Engagement in Blended Learning Modality

Roberto B. Pelarca | Jinky C. Malicia | Arman P. Nuezca

Discipline: Education

Abstract:

The adaptation of online learning during the COVID-19 pandemic has significantly affected students, teachers, and various learning institutions. The transitional period of the teaching and learning process from pure online education due to the COVID-19 pandemic to blended learning, which combines online and face-to-face learning, has been challenging. The study aims to determine if there is a significant relationship between students’ perception, learning environment, and their level of engagement in blended learning modalities. It employed a descriptive correlational research design with Bachelor of Secondary Education Major in Sciences students as participants. Pilot testingwas conducted to determine the reliability of the survey questionnaire. The results of the study showed that as students’ perception and learning environment improve, their level of engagement also increases. They moderately perceived blended learning, and they highly observed blended learning in terms of their environment. Additionally, the level of student engagement was found to be moderate. Overall, the study revealed a significant relationship between students’ perception, learning environment, and their level of engagement in blended learning modalities.

References:

Adams, D. et al., (2019). Blended learning engagement in higher education institutions: A differential item functioning analysis of students’ backgrounds. https://files.eric.ed.gov/fulltext/EJ1248868.pdf
Ainly, M. (2012). Students’ interest and engagement in classroom activities. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 283–302). Springer Science + Business Media.
Akkoyunlu, et. al (2013). A Study on Students’ Views About Blended Learning Environment Buket AKKOYUNLU. Retrieved from https://files.eric.ed.gov/fulltext/ED494342.pdf
Aly, I. (2013). Performance in an online introductory course in a hybrid classroom setting. https://files.eric.ed.gov/fulltext/EJ1013589.pdf
Antipuesto, J.L. (2020). Students’ Academic Performance and Engagement in Mathematics via Blended Learning. Masters’ Thesis. Central Mindanao University.
Antipuesto, J.L. (2020). Student’s Academic Performance and Engagement in Mathematics via Blended Learning. Masters’ Thesis. Central Mindanao University
Bandura, A. (1986). Social Foundation of Thought and Action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Buket, A. (2016). A Study on Students’ Views on Blended Learning Environment. https://dergipark.org.tr/en/download/article-file/156422
Clement, C. et al. (2007). Blended Learning vs. Traditional classroom setting: assessing effectiveness and students’ perception in an MBA accounting course. https://eric.ed.gov/?id=EJ907743
Dan, L. (2021). Students’ Perceptions of a Blended Learning Environment to Promote Critical Thinking. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.696845/full
Dana. A, et al. (2011). Students’ Perceptions Towards Blended Learning Environment Using the OC.
Domike, G.C. and Odey, E.O. (2011). Teachers Pattern of Instruction and Location on Pupils Critical Thinking is Science Achievement in IMO State. Global Journal of Educational Research, 10(1). 1-6.
Eryilmaz, M. (2013). The Effectiveness of Blended Learning Environments. https://files.eric.ed.gov/fulltext/EJ1077330.pdf
Gyamfi, S. (2015). Students’ perception of blended learning environment: A case study of the University of Education, Winneba, Kumasi-Campus,Ghana. https://scholar.google.com.ph/scholar_url?url=https://www.learntechlib.org/p/151055/article_151055.pdf&hl=en&sa=X&ei=-fiBY9y B5qM6rQPmI6jiAg&scisig=AAGBfm2uPYbcJ4qqEzheNYU3 BBRxvjrqdA&oi=scholar
Halverson, L., & Graham, C. (2019, June). Learner Engagement in Blended Learning Environments: A Conceptual Framework. https://files.eric.ed.gov/fulltext/EJ1218398.pdf
Hassan, N. et al. (2015). Perceptions and Attitudes towards Blended Learning for English Courses: A Case Study of Students at University of Bisha. https://files.eric.ed.gov/fulltext/EJ1075497.pdf
Hart, et al. (2013). Adopting a blended learning approach to teaching evidence-based medicine: a mixed methods study. https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-169
Kearsley, G. & Schneiderman, B. (1999). Engagement theory: A framework for technology-based learning and teaching. http://home.sprynet.com/~gkearsley/engage.htm
Kennery, et al. (2013). Adopting a blended learning approach: Challenges encountered and lessons learned in an action research study. https://files.eric.ed.gov/fulltext/EJ918218.pdf
Khader, et al. (2016). The Effectiveness of Blended Learning in Improving Students’ Achievement in Third Grade’s Science in Bani Kenana. https://files.eric.ed.gov/fulltext/EJ1126508.pdf
Lopez-Perez, et al. (2010). Blended learning in higher education: Students’ perceptions and their relation to outcomes.
Mabel, et al. (2020). Blended Learning Engagement in Higher Education Institutions: A Differential Item Functioning Analysis of Students’ Backgrounds. https://files.eric.ed.gov/fulltext/EJ1248868.pdf
Mandernach, B. J., Donnelli-Sallee, E., & Dailey-Hebert, A. (2011). Assessing course student engagement Promoting student engagement, 1, 277-281.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology,80(4),514523.
Misba, M. (2013). Learning: Students’ Perspectives about Asynchronous and Synchronous Resources at Higher Education Level.
Newcombe, et al. (2013). Adopting A Blended Learning Approach: Challenges Encountered and Lessons Learned in An Action Research Study.
Nygaard, C. (2013). Student Engagement: Identity, Motivation and Community. Faringdon libri.
Owson. R, et al. (2020). Students’ perception and achievement in a university blended learning strategic initiative, Internet and Higher Education.
Saligumba, I. & Tan, D. (2017). Gradual Release of Responsibility Instructional Model: Effects on the Students Mathematics Performance and Self Efficacy. Masters’ Thesis. Central Mindanao University.
Shantakumari, N. (2015). Blended Learning: The Student Viewpoint. https://www.researchgate.net/publication/283174130_Blended_Learning_Th_Student_Viewpoint
Shultz, J.L. (2012). Improving Active Learning by Integrating Scientific Abstracts into Biological Science Courses. Journal of College Science Teaching, 41(3), 32-35. http://media.proquest.com/media/pq/classic/doc/3430686401
Soylu, et al. (2013). A Study on Students’ Views About Blended Learning Environment. https://files.eric.ed.gov/fulltext/ED494342.pdf
Soylu, M. et al. (2006). A Study on Students’ Views On Blended Learning. Environment. https://www.researchgate.net/publication/26442280_A_Study_o_Students'_Views_On_Blended_Learning_Environment
The Glossary of Education Reform (2016). Student engagement. https://www.edglossary.org/student-engagement/
Ukarakus, U. (2013). The Impact of Blended Learning Model On Student Attitudes Towards Geography Course And Their Critical Thinking Dispositions And Level. https://files.eric.ed.gov/fulltext/EJ859497.pdf
Watson, J. (2008). Blending Learning: The Convergence of Online and Face to-Face Education. https://files.eric.ed.gov/fulltext/ED509636.pdf.
Zhu, Y. et al. (2013). University Students’ Attitudes Toward Online Learning in A Blended Course. https://files.eric.ed.gov/fulltext/ED603297.pdf