THE RELATIONSHIP BETWEEN BLENDED LEARNING AND
ACADEMIC PERFORMANCE OF GRADE 12 HUMSS
STUDENTS OF MARIKINA HIGH SCHOOL
S.Y. 2020-2021
In Partial Fulfillment for the Requirement
in Practical Research 2
Submitted by:
Selga, Alexander
Aleman, Lanie
Mendevil, Mae Lalaine
Uba, Nathalie Deanna
CHAPTER 1
INTRODUCTION
In this chapter, the researchers will introduce the study which is all about the
“The Relationship of Blended Learning and Academic Performance of Grade 12 HUMSS
Students in Marikina High School S.Y. 2020-2021”
Background of the Study
Education is a key factor for sustainable development (Chimombo 2005). The
significance of education, especially in developing countries, is increasing because of
progressing pressure to catch up with the developed world regarding, for example, global
competitiveness (Hawkins 2002). Predictably, educational settings are different in
developing countries than in developed countries, such as low quality of education and
narrow possibilities in attending schools in rural areas because of far distances and high
opportunity costs (Ibid 2005). Chimombo, 2005 opines that country-specific
circumstances have to be improved regarding compulsory and free education to foster
general access to education.
Blended learning ,or the integration of face-to-face and online instruction
(Graham 2013), is widely adopted across higher education with some scholars referring
to it as the “new traditional model” (Ross and Gage 2006, p. 167) or the “new normal” in
course delivery (Norberg et al. 2011, p. 207). And Blended learning incorporates direct
instruction, indirect instruction, collaborative teaching, individualized computer assisted
learning.
Academic performance is the measurement of students' achievement across
various academic subjects. Academic performance is the outcome of students’ effort in
examinations. Students’ academic performance is determined by a number of factors (Eze
et al. 2016). Academic performance is measured by the average marks of the previous
semesters and the total average marks. The academic performance of students reflects on
their ability to demonstrate the knowledge they have learnt in tests, quizzes, presentations
and final examination (Barkley, 2004). Academic performance is important for an
institution for good outcomes that lead to job performance in the future (Kuncel et al.,
2005). Students are tending to finish their studies on time instead of delaying or extend.
That’s why if they make it on time they feel satisfied with their achievement it is meant
they have a good academic performance.
Research Objectives
The primary aim of this study is to investigate/find the relationship of blended learning
and academic performance. The specific objectives are as follows:
I. To know the relationship of blended learning and academic performance of
Grade 12 HUMSS Students in Marikina High School.
II. To ascertain the link of blended learning and academic performance.
Statement of the Problem
A blended learning is where a teacher moderates and regulates the flow of
information and knowledge. Students are expected to continue developing their
knowledge of a subject outside of school through homework exercises. Here, student’s
main resource is their instructor who only teaches them face-to-face.
This research study is directed to answer the following questions:
1. What affects the academic performance in blended learning?
2. What is the relationship between blended learning and academic performance of
Grade 12 HUMSS Students?
3. How does blended learning affect the student’s academic performance?
4. What is the solution to the problem of blended learning?
Significance of the Study
The results will benefit the following:
Students – This study will help them to know the relationship of blended learning
and academic performance in their study in school.
Parents – This study will inform them what are the relationship of blended
learning and academic performance in their children.
Teachers –This study will help the teachers to assist and guide their students.
Future Researchers –This study will benefit future researchers because this will
provide them with a better basis or guide to use in their own study.
Scope and Delimitation
Out of xxx Grade 12 HUMSS Students of Marikina High School, 50
students were used as a sample in conducting the survey.
This study limits its coverage to the Grade 12 HUMSS students of Marikina
High School only. Its main purpose is to determine the relationship between blended
learning to their academic performances.
This study considers every aspect of blended learning such as one-on-one
interaction with the teacher, learning with the blended learning that has an impact on their
academic performances. Each of the respondents is given the same questionnaires for
them to answer. And this study focuses on the current Grade 12 HUMSS students of
Marikina High School of the present school year, 2020-2021.
CHAPTER 2
RELATED LITERATURE
Introduction
In this chapter it contains Related literature and studies, Definition of
terms, Hypothesis, Previous research and Theoretical framework
Related Literature
1.1Blended learning
Based on (Learn Upon, 2019) study, blended learning benefits the learners for
it offers convenience and flexibility because the students have the ability to control their
learning pace and learn remotely. This gives learners a more comprehensive
understanding of the course content because blended learning allows learners to interact
with instructors and fellow learners, social learning is supported. If switching from
traditional learning, the students must take time when incorporating blended learning into
the learning strategies. Starting slow not only enables you to assess what is and is not
working from a content perspective but also gives the learners time to adapt gradually to
the blended learning concept.
When blended learning absorbs modern technology, real-time progress
monitoring, and provides the recommended process to customize instruction for each
learner, teachers become more targeted, time-efficient, and effective in improving
students’ overall reading abilities. Educators will adopt blended learning when they are
included in the decision-making process, understand the benefits of new initiatives, and
have the skills to finish what is being asked of them. Following the guidelines is the best
way to personalize instruction and use mastery-based learning to improve overall student
outcomes through a blended approach of face-to-face and online learning. (Elizabeth
Brooke, PhD, n.d.)
1.2 Academic Performance
People often consider grades first when defining academic performance
(Williams, 2018). However academic performance is the achievement of a student
outside the classroom. And some of the school they grant an award who earned average
grades and who consistently learning a new skill.
Initiative can also indicate academic performance. Some students
demonstrate their competence by serving as student body president or holding officer
positions in student groups such as the honor society or the science club. Or, they might
regularly organize student events such as fundraisers, pep rallies or dances. Others
participate in volunteer organizations and coordinate food drives or other community
outreach efforts. Universities and employers look favorably on consistent leadership
activities, feeling these students will bring that same drive to their classrooms or board
rooms (Williams, 2018).
1.3 Factors of Blended Learning and Academic performance
Many studies have found that the effect of blended learning is complex and
depends heavily on context. One factor to consider is the cumulative effect, if
blended
learning is short-term it is successful but loses power over the course of a semester
(Kwak
et al., 2014). Weaker students do better with traditional teaching while stronger student
do
better with blended learning (Asarta & Schmidt, 2017). Henrie, Bodily, Manwaring, and
Graham (2015) found that the teacher is the main factor in that clarity of instruction was
more important than the actual platform of the instruction. Lastly, race is another context
dependent factor for narrowing achievement gaps between races (Luna & Winters, 2017).
Attendance is another factor that has mixed results when considered during the
use of blended learning and academic performance, however, the majority of the studies
indicated a positive effect when considering attendance (Klinkenberg, 2016; Pardo,
Han,
& Ellis, 2017; Schulmeister, 2017). Schulmeister (2017) found attendance more
important
than self-study while Pardo et al. (2017) found that observation of attendance should
be
considered. Other studies found that students can be group into high performance
high
attendance, low performance low attendance and that discussion related to the
personal
lives of students encourages participation (Harrak, Bouchet, Luengo, & Gillois,
2018;
Shu & Gu, 2018). In at least one study, it was found that blended learning
improved
classroom attendance rather than performance as students now had clear expectations for
completing assignments (Collins & Daly, 2014). Lastly, differences have also been
found
by major and gender when considering blended learning and academic
performance
(Chen, Yang, & Hsiao, 2015; Wicks, Craft, Mason, Gritter, & Bolding, 2015).
Many studies have found that the effect of blended learning is complex
and depends heavily on context. One factor to consider is the cumulative effect, if
blended learning is short-term it is successful but loses power over the course of a
semester (Kwak et al., 2014). Weaker students do better with traditional teaching while
stronger students do better with blended learning (Asarta & Schmidt, 2017). According to
Henrie, Bodily, Manwaring and Graham (2015) found that the teacher is the main factor
in that clarity of instruction was more important than the actual platform of instruction.
Lastly, race is another context dependent factor for narrowing achievement gaps between
races (Luna & Winters, 2017).
Attendance is another factor that has mixed results when considered during
the use of blended learning and academic performance, however the majority of the
studies indicated a positive effect when considering attendance (Klinkenberg, 2016;
Pardo, Han, & Ellis, 2017; Shulmeiter, 2017). According to Shulmeiter (2017) found
attendance is more important than self-study while Pardo et. (2017) found that
observation of attendance should be considered. Other studies found that the students can
be group into high performance, high attendance, low performance, low attendance and
that discussion related to be personal lives of students encourages participation (Harrak,
Bouchet, Luego, & Gillois, 2018; Shu & Gu, 2018).
Many studies have found that the effect of blended learning is complex and
depends heavily on context. One factor to consider is the cumulative effect, if
blended
learning is short-term it is successful but loses power over the course of a semester
(Kwak
et al., 2014). Weaker students do better with traditional teaching while stronger student
do
better with blended learning (Asarta & Schmidt, 2017). Henrie, Bodily, Manwaring, and
Graham (2015) found that the teacher is the main factor in that clarity of instruction was
more important than the actual platform of the instruction. Lastly, race is another context
dependent factor for narrowing achievement gaps between races (Luna & Winters, 2017).
Attendance is another factor that has mixed results when considered during the
use of blended learning and academic performance, however, the majority of the studies
indicated a positive effect when considering attendance (Klinkenberg, 2016; Pardo,
Han,
& Ellis, 2017; Schulmeister, 2017). Schulmeister (2017) found attendance more
important
than self-study while Pardo et al. (2017) found that observation of attendance should
be
considered. Other studies found that students can be group into high performance
high
attendance, low performance low attendance and that discussion related to the
personal
lives of students encourages participation (Harrak, Bouchet, Luengo, & Gillois,
2018;
Shu & Gu, 2018). In at least one study, it was found that blended learning
improved
classroom attendance rather than performance as students now had clear expectations for
completing assignments (Collins & Daly, 2014). Lastly, differences have also been
found
by major and gender when considering blended learning and academic
performance
(Chen, Yang, & Hsiao, 2015; Wicks, Craft, Mason, Gritter, & Bolding, 2015).
Many studies have found that the effect of blended learning is complex and
depends heavily on context. One factor to consider is the cumulative effect, if
blended
learning is short-term it is successful but loses power over the course of a semester
(Kwak
et al., 2014). Weaker students do better with traditional teaching while stronger student
do
better with blended learning (Asarta & Schmidt, 2017). Henrie, Bodily, Manwaring, and
Graham (2015) found that the teacher is the main factor in that clarity of instruction was
more important than the actual platform of the instruction. Lastly, race is another context
dependent factor for narrowing achievement gaps between races (Luna & Winters, 2017).
Attendance is another factor that has mixed results when considered during the
use of blended learning and academic performance, however, the majority of the studies
indicated a positive effect when considering attendance (Klinkenberg, 2016; Pardo,
Han,
& Ellis, 2017; Schulmeister, 2017). Schulmeister (2017) found attendance more
important
than self-study while Pardo et al. (2017) found that observation of attendance should
be
considered. Other studies found that students can be group into high performance
high
attendance, low performance low attendance and that discussion related to the
personal
lives of students encourages participation (Harrak, Bouchet, Luengo, & Gillois,
2018;
Shu & Gu, 2018). In at least one study, it was found that blended learning
improved
classroom attendance rather than performance as students now had clear expectations for
completing assignments (Collins & Daly, 2014). Lastly, differences have also been
found
by major and gender when considering blended learning and academic
performance
(Chen, Yang, & Hsiao, 2015; Wicks, Craft, Mason, Gritter, & Bolding, 2015).
Many studies have found that the effect of blended learning is complex and
depends heavily on context. One factor to consider is the cumulative effect, if
blended
learning is short-term it is successful but loses power over the course of a semester
(Kwak
et al., 2014). Weaker students do better with traditional teaching while stronger student
do
better with blended learning (Asarta & Schmidt, 2017). Henrie, Bodily, Manwaring, and
Graham (2015) found that the teacher is the main factor in that clarity of instruction was
more important than the actual platform of the instruction. Lastly, race is another context
dependent factor for narrowing achievement gaps between races (Luna & Winters, 2017).
Attendance is another factor that has mixed results when considered during the
use of blended learning and academic performance, however, the majority of the studies
indicated a positive effect when considering attendance (Klinkenberg, 2016; Pardo,
Han,
& Ellis, 2017; Schulmeister, 2017). Schulmeister (2017) found attendance more
important
than self-study while Pardo et al. (2017) found that observation of attendance should
be
considered. Other studies found that students can be group into high performance
high
attendance, low performance low attendance and that discussion related to the
personal
lives of students encourages participation (Harrak, Bouchet, Luengo, & Gillois,
2018;
Shu & Gu, 2018). In at least one study, it was found that blended learning
improved
classroom attendance rather than performance as students now had clear expectations for
completing assignments (Collins & Daly, 2014). Lastly, differences have also been
found
by major and gender when considering blended learning and academic
performance
(Chen, Yang, & Hsiao, 2015; Wicks, Craft, Mason, Gritter, & Bolding, 2015).
Many studies have found that the effect of blended learning is complex and
depends heavily on context. One factor to consider is the cumulative effect, if
blended
learning is short-term it is successful but loses power over the course of a semester
(Kwak
et al., 2014). Weaker students do better with traditional teaching while stronger student
do
better with blended learning (Asarta & Schmidt, 2017). Henrie, Bodily, Manwaring, and
Graham (2015) found that the teacher is the main factor in that clarity of instruction was
more important than the actual platform of the instruction. Lastly, race is another context
dependent factor for narrowing achievement gaps between races (Luna & Winters, 2017).
Attendance is another factor that has mixed results when considered during the
use of blended learning and academic performance, however, the majority of the studies
indicated a positive effect when considering attendance (Klinkenberg, 2016; Pardo,
Han,
& Ellis, 2017; Schulmeister, 2017). Schulmeister (2017) found attendance more
important
than self-study while Pardo et al. (2017) found that observation of attendance should
be
considered. Other studies found that students can be group into high performance
high
attendance, low performance low attendance and that discussion related to the
personal
lives of students encourages participation (Harrak, Bouchet, Luengo, & Gillois,
2018;
Shu & Gu, 2018). In at least one study, it was found that blended learning
improved
classroom attendance rather than performance as students now had clear expectations for
completing assignments (Collins & Daly, 2014). Lastly, differences have also been
found
by major and gender when considering blended learning and academic
performance
(Chen, Yang, & Hsiao, 2015; Wicks, Craft, Mason, Gritter, & Bolding, 2015).
Many studies have found that the effect of blended learning is complex and
depends heavily on context. One factor to consider is the cumulative effect, if
blended
learning is short-term it is successful but loses power over the course of a semester
(Kwak
et al., 2014). Weaker students do better with traditional teaching while stronger student
do
better with blended learning (Asarta & Schmidt, 2017). Henrie, Bodily, Manwaring, and
Graham (2015) found that the teacher is the main factor in that clarity of instruction was
more important than the actual platform of the instruction. Lastly, race is another context
dependent factor for narrowing achievement gaps between races (Luna & Winters, 2017).
Attendance is another factor that has mixed results when considered during the
use of blended learning and academic performance, however, the majority of the studies
indicated a positive effect when considering attendance (Klinkenberg, 2016; Pardo,
Han,
& Ellis, 2017; Schulmeister, 2017). Schulmeister (2017) found attendance more
important
than self-study while Pardo et al. (2017) found that observation of attendance should
be
considered. Other studies found that students can be group into high performance
high
attendance, low performance low attendance and that discussion related to the
personal
lives of students encourages participation (Harrak, Bouchet, Luengo, & Gillois,
2018;
Shu & Gu, 2018). In at least one study, it was found that blended learning
improved
classroom attendance rather than performance as students now had clear expectations for
completing assignments (Collins & Daly, 2014). Lastly, differences have also been
found
by major and gender when considering blended learning and academic
performance
(Chen, Yang, & Hsiao, 2015; Wicks, Craft, Mason, Gritter, & Bolding, 2015).
According to Kochhar (2000) says proper guidance is necessary to help the
students with problems like lack of correlation between talent and achievement, faulty study
practice, imperfect methods of learning.
Related Studies
2.1 Blended learning
According to (Graham, Moskal, 2018), blended learning is globally adopted
with some scholars referring to it as the new traditional model, or a new normal scene in
course delivery. However, tracking the accurate extent of its growth has been challenging
because of definitional uncertainty, combined with institutions’ inability to track an
innovative practice, that in many instances has emerged organically. In considering
effectiveness, Blended learning merges around access, success, and students’ perception
of their preferred learning environments. Success and withdrawal rates for face-to-face
and online courses are compared to those for BL as they interact with minority status.
Investigation of student perception about course excellence revealed the existence of
strong if-then decision rules for determining how students evaluate educational
experiences.
Based on (Kintu, M.J., Zhu, C. & Kagambe, E., 2017) study, an effective
blended learning environment is necessary for undertaking innovative mode of teaching
approaches through the use of technology in teaching and learning. A survey of learner
characteristics and background, features, and learning outcomes as factors for
effectiveness can help to inform the design of effective learning environments that
involve the traditional mode of learning and online aspects. Most of the students’
characteristics and blended learning design had dealt with in this study are important
factors for blended learning effectiveness. None of the independent variables were
identified as significant predictors of student performance. These gaps are open for
further investigation in order to understand if they can be significant predictors of
blended learning effectiveness in a similar or different learning setting.
(Thomas’, 2018) study has found out that the effect of blended learning is
complex and depends heavily on context. One factor to consider is the cumulative effect,
if blended learning is short-term it is successful but loses power over the course of a
semester. Some students can do better with traditional teaching while other students do
better with blended learning. The teacher is the main factor in that clarity of instruction
was more important than the actual platform of the instruction.
Theoretical Framework
According to the study conducted in Universitas Bung Hatta (2017),
learning activities can be done by online and face to face learning, it takes advantages of
both teaching models. By combining these two models, efficient learning can be
achieved. And the Universitas Bung Hatta determined that blended learning helps the
students in achieving learning objectives. Huang and Hong (2016) also observed
increased student engagement when interactive technology was added to the curriculum.
Lauren Davis (2020) who also added in her article, student become actively engaged in
their growth when they track their progress and learn how to use their data as a guide.
Camahalan ans Ruley (2014) and Capponi et al. (2010) also found that students in
blended environment had significant increases in achievement. And Camahalan and
Ruley conducted that the increase in score was because the teacher was able to spend
more one-on-one time with their students, which helped to increase their understanding
of the material. Thus, blended learning is active learning approach leads to a more
conceptual change, acquisition or more skills and higher.
Advantage of both two Helps in achieving learning
teaching models objectives
Blended Learning
Increases student Actively engaged in the life
engagement progress and learn how to
used data as a guide
Significant increases in Increase in understanding
achievement the material
Academic
Performance
More conceptual change,
Active leaning acquisition of more skill
environment and higher performance
Research Hypothesis
Is there a Relationship between Blended learning and Academic
Performance of the Grade 12 HUMSS students in Marikina High School.
Ho - There is no significant relationship between the Traditional Learning and Academic
Performance of the Grade 12 HUMSS students of Marikina High School.
Definition of terms
These are the definition of the terminologies that are present in the study:
Relationship. It is the way in which two or more concepts are connected, or the
state of being connected/related.
Blended Learning. It refers to learning mode that takes place in both face to face
and online mode.
Academic performance. Measurement of student achievement outside the
classroom.
Previous Research
According to the previous research of (Computers & Education, 2011)
entitled A blended learning Approach to teaching foreign policy: Student experiences of
learning through face-to-face and online discussion and their relationship to academic
performance. The article presents research on students’ experiences of learning through a
blend of face-to-face and online discussion. The participants in our study were students
enrolled in a foreign policy course at a major Australian university. Students’ conceptions
of learning through discussion, and their approaches to both face-to-face and online
discussion, were elicited through open-ended questionnaires and semi-structured
interviews. Students’ responses to both open-ended questionnaires and interviews were
analyzed using a Phenomenographic framework. Qualitative variations in students’
conceptions and approaches were categorized and were found to form a hierarchy.
Subsequent quantitative analysis found associations between students’ conceptions of
learning through discussion, their approaches to both face-to-face and online discussion
and their academic performance (as indicated by the final mark for the course).
Implications for teaching and further research are discussed.
Based on the previous research of (International of Educational Technology
in Higher Education, 2017) entitled Blended learning effectiveness: the relationship
between student characteristics, design features and outcomes This paper investigates the
effectiveness of a blended learning environment through analyzing the relationship
between student characteristics/background, design features and learning outcomes. It is
aimed at determining the significant predictors of blended learning effectiveness taking
student characteristics/background and design features as independent variables and
learning outcomes as dependent variables. A survey was administered to 238 respondents
to gather data on student characteristics/background, design features and learning
outcomes. The final semester evaluation results were used as a measure for performance
as an outcome. We applied the online self-regulatory learning questionnaire for data on
learner self-regulation, the intrinsic motivation inventory for data on intrinsic motivation
and other self-developed instruments for measuring the other constructs. Multiple
regression analysis results showed that blended learning design features (technology
quality, online tools and face-to-face support) and student characteristics (attitudes and
self-regulation) predicted student satisfaction as an outcome. The results indicate that
some of the student characteristics/backgrounds and design features are significant
predictors for student learning outcomes in blended learning.
And according to the previous research of (Journal of Computers in
education, 2018) entitled Investigating the impact of blended learning on academic
performance in a first semester college physics course. This study investigates the impact
of blended learning—which combines face-to-face classroom instruction with online-
mediated instruction—in the context of Collège d’enseignement général et
professionnel (CEGEP) pre-university science students. Although blended learning is a
relatively recent addition to the college science classroom, studies have demonstrated that
blended learning can create a more positive and active learning environment, and
enhance both the quality of instruction and student learning outcomes in Science,
Technology, Engineering, and Mathematics (STEM) education. Today, blended learning
approaches are increasingly adopted in classrooms across North American colleges and
universities, yet blended learning has received limited attention in the context of CEGEP
pre-university programs. The present study sought to address this gap by examining the
effectiveness of instruction in the mechanics course in the physics pre-university program
at an English CEGEP, comparing the blended learning approach and the traditional
lecture-based instruction. The results suggest that the blended learning approach leads to
more conceptual change, acquisition of more skills, and higher performance. The findings
of this research provide valuable implications and encouragement for future
implementations of blended learning in CEGEPs.
