Exploring Factors and the Student Preference on

Learning Modality Choice:

A Study of Senior High School Students in Blended Learning Environment.

A Research Paper
Presented to the Faculty of
SENIOR HIGH SCHOOL
Laguna University

Abulencia, Mikael C.

Ardiza, Mary Loise B.

Baldonado, Nadine Mae

Buendia, Diana Leila B.

Cabalona, Cjay B.

Luces, Donna J.

Mantes, Gienel M.

Riocasa, Winlyn Jhane D.

HUMSS 12C
APPROVAL SHEET

This thesis is entitled “Exploring Factors and the Student Preference on Learning
Modality Choice: A Study of Senior High School Students in Blended Learning
Environment. Was prepared and submitted by Mikael C. Abulencia, Mary Loise B.
Ardiza, Nadine P. Baldonado, Diana Leila B. Buendia, Cjay B. Cabalona, Donna J.
Luces, Gienel M. Mantes, Winlyn Jhane D. Riocasa

has been approved and examined in partial fulfillment of the requirements for Inquiries,
Investigation, and Immersion.

MS. JAHZIEL ELIZA HERNANDEZ JEFFREY SANTOS, LPT

Research Teacher Senior High School Coordinator

PANEL OF EXAMINERS

MS. GABRIELE LOUISE RECTO

Chair

MR. CHRISTIAN FORONDA MR. ADRIANE AUSTARI DISTOR

Member Member
Accepted and approved by:

PROF. AGNES G. YCOGO

Principal, Laguna University - Senior High School

ABSTRACT
The coronavirus covid19 pandemic crisis in the Philippines has caused all lectures to be
conducted online (online learning) so that all students have experienced face-to-face
learning and online learning. The purpose of this study is to determine the factor and the
student preference in terms of choosing the learning modality And to construct an
overview and recommendation on future learning processes. The research method used
is descriptive research with a quantitative approach. The respondents were 233 students
at Laguna University Senior High School. The results showed that face-to-face learning
was the most preferred choice by students at the Laguna University Senior High School,
which is 72 students, or 72%, while a total of 19 students, or 19% of the students choose
online learning , and only 9 students 9% who chose neutrally. And according to the study
of Selim (2007) concluded that learner motivation has a critical part to play in the adoption
of online among students. Also, there are different levels of motivation affect the patterns
of interaction in the e-learning environment according to (Şahin et al., 2017).
ACKNOWLEDGEMENT

First, our group would like to thank Laguna University for allowing us to use its students for
our research study. We would like to express our sincere appreciation to our school
Principal, Mrs. Agnes Ycogo, for her valuable assistance and support for our research
paper. Her approval for the data-gathering activities on the premises of Laguna University
Senior High School was crucial for the completion of our research.

Especially to Ser Jeffry Santos for approving our study and Ma’am Jahziel Hernandez, we
would like to thank her for her guidance, support, and encouragement throughout the
research process. Without the knowledge that she taught and shared with us, this research
paper would not have been possible to complete for the other teachers who understand that
we need to do research, thank you because you have the time to postpone your class for us
to conduct our research.

We would also like to thank our respondents for being a part of our research paper. Without
your answers to our survey, our research would not have been possible. Your responses
played a significant role in understanding the perspective of the masses.

we would like to take this opportunity to say thank you to our leader Mikael Abulencia for
helping us in our research and for having patience when we are late in passing the assigned
parts and for understanding us when we are not able to go when doing research and to the
other students, especially to Mark Justine Alberto, Ashley Basmayor, we just want to say
thank you for helping our leader when there was a time when he didn't know what to do,
thank you all. We also appreciate the other groups who helped us and treated us like we
were one of them. They gave their spare time to help us and shared their ideas to make our
research paper better. They supported us during the hard times and were always there
when we needed help.

We are also grateful to our parents for supporting us mentally and physically and for being
there for us when we needed them the most. We sincerely appreciate the trust that they
have given us in the middle of the process of making our research paper, and for allowing
us to conduct research outside the school even though they were worried about our safety.
Lastly, we would like to express our heartfelt gratitude to Almighty God for giving us the
strength, knowledge, and motivation to complete our research paper.

TABLE OF CONTENTS
Page No.
PRELIMINARIES
Title Page i
Approval Sheet ii
Abstract iii
Acknowledgments iv
Dedication v
Table of Contents vi
List of Tables viii
List of Figures ix

I. INTRODUCTION
Background of the Study
Statement of the Problem
Objectives of the Study
Significance of the Study
Scope and Limitations of the Study
Conceptual Framework

Theoretical Framework
II. REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature
Related Studies

III. METHODOLOGY
Research Design
The population of the Study
Research Instruments
Data Gathering
Ethical consideration
Data Analysis

IV. RESULTS AND DISCUSSION

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary
Conclusion
Recommendations

REFERENCES
APPENDICES
Letter of Survey Request

Research Questionnaire
Curriculum Vitae of Student-Researchers
LIST OF FIGURES

Figure Description Page

1 Theoretical Framework (Theory of College

Selection)
21

2 Conceptual Framework of the Study 25

3 Students Preferred Learning Modality 27

CHAPTER I

INTRODUCTION

Schools today are required to develop learning opportunities that aren't dependent on
Providing convenient access to learning environments and social interaction at the
appropriate time and place opportunities. As a result, higher education institutions create
plans to address these by using instructional techniques like e-learning, blended learning,
and mobile learning, through utilizing educational technologies, etc. Most of these innovative
technology-based teaching methods focus on decision-makers in education to shape
society. This study aims to examine the various elements that influence the preferred
delivery methods for teaching and learning to students.

Background of the study

The Covid-19 epidemic has had the greatest impact on traditional face-to-face
teaching in an encyclopedic manner in all academic institutions. The enforcement of
lockdowns across countries is forcing educational institutions to find a new way to continue
their educational program without gathering with their students and other teachers for safety
reasons. Since the epidemic's emergence and peril, several governments worldwide have
decided to temporarily suspend classes, affecting millions of students. Thus, the epidemic
has caused a learning problem in students whose maturity is young (Sarmiento et al., 2021).
In the Philippines, according to the education secretary, they will continue to give limited
face-to-face lessons as preliminarily agreed upon and directed by the President and his
staff. They will Begin with 100 public schools, 20 private schools, and a few foreign
institutions as starting point because they're still witnessing examinations.

According to MANILA, Philippines: The Department of Education (DepEd) has yet to review
blended learning as a permanent form of instruction in the 2022-2023 school year, and with
COVID-19 continuing to affect the country, according to Vice President Sara Duterte. This is
where the students will be concentrated on their studies and be guided by their preceptors
but when the epidemic starts face to face classes need to stop because the Philippine
government enforced the lockdown in several provinces making the students suppose about
how they can continue their studies in the middle of the epidemic. That’s why the
department of education needs to make a new way to continue the coming academy time
and it's (Blended learning).the development of the blended learning model unendingly once
SY 2021- 2022 opened on Sept. 13, 2021.After getting the consent of the President, DepEd
eventually started the pilot perpetration of limited face-to-face classes in risky areas.In the
Philippines, attempting to push education forward in the face of the terrible pandemic
brought on by COVID-19 is a difficult undertaking. Despite numerous objections due to the
potential risk of opening classes due to the virus, the Department of Education (DepEd) and
Commission on Higher Education (CHED) adopted and implemented the flexible approach
to blended learning. Modular (printed), Modular (digitized), online, educational television,
radio-based instruction, homeschooling, and blended learning are the various learning
modes. Blended learning began to ameliorate the quality of distance education by furnishing
further and better commerce with preceptors and between students. In the past, this
learning model was mostly used as an adjunct to classical face-to-face teaching Considering
that the Senior High School students at Laguna University presumably have an opinion
about the content.

Statement of the Problem

The coronavirus COVID-19 pandemic crisis has caused all lectures to be conducted in
face-to-face learning and online learning. In face-to-face classes, students experience being
late for their classes because of being in Online learning for 2 years. Thus, they need to
adjust themselves to have time management also, they need to commute to attend face-to-
face classes. According to (study.com), in blended learning students are required to have a
cellphone, computer, tablet, or laptop which means that not all students have this kind of
technology that blended learning requires. Also in blended learning, it requires the skill of
the students in using technology and other apps that need in blended learning lack of data
or internet is also included. In addition, students really struggle because they need to have a
module and online class or what we call blended learning while attending in-person classes.
The purpose of this research study is to determine students’ preference for learning and
which learning is most preferred by students between face-to-face classes and blended
learning. To fulfill this purpose, a quantitative research study will survey students by using a
questionnaire on Senior High School students at Laguna University.
Objectives.

The general objective of the researcher is to determine student preference for Senior
High School at Laguna University. This study aims to understand the student preference of
Senior High School students at Laguna University.

Specifically, it aims to

1. Identify the student’s preferred choice towards face-to-face class and online class
2. To determine the factors that affect students’ preference

3. Construct an overview and recommendation on future learning processes.

Significance of the Study.

This study is necessary as the outcome to determine the student’s preference of learning
towards face-to-face and online learning among senior high school students at Laguna
University. Students are the main beneficiaries of the study. Through the study, they would
be able to choose what type of learning model is the most convenient for them to learn. This
study can make the parents or guardians encourage their student to attend his / her classes
likewise, assist & support them and give the right guidance for their bright and better future
through this study and teachers will be able to know the number or percentage of his/her
students attending Face to Face Classes and Online Learning. In this study, the Teacher
may discover how many students want to attend face-to-face classes and how many
students want online learning.
As students of Laguna University, we experienced what is the difference between
face-to-face learning and online learning but as a researcher, we are going to choose what
are the most convenient for us to learn and motivate in our studies and in this study will find
out what are senior high school students prefer learning model between face-to-face and
online learning. The researcher who wants to do related research will find out that this study
can be one of their resources. This study is about Exploring the Factors and the Student
Preference for Learning Modality Choice: A Study of Senior High School Students in a
Blended Learning Environment. In this study, they will see the factors that affect students’
preference between face-to-face learning and online learning in the way of choosing a
learning modality.
Scope and Delimitation.

The researchers investigated the factors that influence learner preference for online
learning and face-to-face learning specifically in terms of their motivation and learning
satisfaction and its effect on their learning experience at Laguna University. The
respondents are the Senior High School students that have 586 students enrolled in Laguna
University for the academic year 2022-2023. The respondents were 233 students from
senior high school from a total population of 586 students. The study covered the first and
second quarters of the first semester of the current school year.
However, several factors associated with the research design and process have
restricted the results of this analysis. The student respondents should have already
experienced a learning and face-to-face learning approach from the previous school years.
A division-wide representative of sample schools has not been included in this research.
This means that all schools in Laguna cannot be viewed as representing the results. In
addition, more data analysis would be needed to determine the learner's preference towards
face-to-face learning and online learning specifically in terms of their motivation and learning
satisfaction, and its effect on their learning experience and motivation in Laguna University.

Research framework

Theoretical Framework

Theory of College Selection

.
Face-to-face

Learning
Theory of College

Selection

Online

Learning
Figure 1. The Theoretical Framework

This study is anchored in Randall G. Chapman’s theory which is toward a theory of college
selection: A model of the college search and choice behavior. This study describes a
behavioral theory of how students select their college courses. Implicit in this theory is the
notion that college courses may be viewed as a process that consists of a sequence of
interrelated stages. It is possible that students move through this series of stages as they
search for desirable college courses, search for and process information about college
courses, and ultimately choose a specific college course. This theory is very useful in
establishing a framework within which past and current research efforts in college courses
may be classified, (Chapman,1986 ).In relation to this study, this theory is all about the
courses that the students would take during their college life. This theory is also useful in the
research paper because this serves as proof that the study is valid and it is also based on
the statement of the problem and the research question.

Conceptual Framework.

Students Preference

Blended Learning Dependent Variable

Environment

Independent Variable
Figure 2. The Conceptual Framework

The concepts of the study are presented in the form of independent and
dependent variables in Figure 2. Shows the independent variable of the study
which is the Blended learning environment specifically in terms of their
motivation and learning satisfaction. On the other hand, the dependent variable
is the Student’s Perception of Learning at Senior High School at Laguna
University.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the researchers give an overview of different research, literature, and
studies by different researchers which helps in familiarizing details with the study of
perception of face-to-face and online classes. Few studies have already documented the
preferences of students for online or face-to-face learning for different reasons. (Paechter
and Maier and Paechter et al.) found that the students preferred online learning for providing
well-structured learning materials and enabling studying from home at their own pace and
convenience. At the same time, they also liked face-to-face learning for specific reasons like
acquiring motor skills and establishing interpersonal relations. Moreover,

Identify the student’s preferred choice between face-to-face class and online
class
At first glance, the most obvious distinction between online and face-to-face
classes is technology and its application. For unprepared faculty teaching online, technology
can be a significant impediment to effective online instruction (Magda, Poulin, and
Clinefelter 2015). When technology is not just a tool, but the only way to communicate with
the instructor and other students in the class, a very high level of transactional distance is
created (Moore 2013)

According to (Sher 2009, Kanasa 2017, Kopczynski et al. 2010), it appears to be more
difficult to establish rapport in online classes than in face-to-face classes. Jaggars (2014)
discovers that face-to-face classes are more effective in a study of community college
students. have better peer-to-peer and student-instructor interaction than online classes,
and the students preferred.

Factors Affecting between face-to-face and online classes

Along with the paradigm shift in teaching and learning, the distinction between distance and
on-campus students slowly disappears and students can act as intelligent consumers who
determine the appropriate combination of courses delivered electronically and face to face
(Turoff, 1997). Naturally, students are not all equally satisfied with the introduction of new
learning environments: some welcome them and join courses that use these technologies,
while others avoid such courses.

In addition, virtual learning is a flexible approach that allows students to access their
courses at different times and locations. Crucially, virtual learning allows for enhanced
individualized learning. Students can take advantage of autonomous learning software, such
as adaptive learning, where the teaching will be customized for each student's need
depending on the different interactions between the students and the lesson or the students
and the teacher. On the contrary, a study by Xu et. al. showed that online teaching can have
a negative impact on both student persistence to the end of the course and on the final
grade for persistent students. Low-achieving students, and students requiring additional
support may struggle and feel isolated in an online environment. This suggests that
institutions have a role to play by improving their teaching, making virtual learning
accessible to all students, and ensuring that student learning outcomes are comparable in
quality and standard in both virtual and face-to-face platforms. Thus, we can say that
learner-related factors have an important place in online learning processes. For example,
Barnard-Brak, Lan, and Paton (2010) found that students differ significantly in their
academic achievement according to their profiles of self-regulated learning. Najafi,
Rolheiser, Harrison, and Heikoop (2018) found that learner motivation was effective on both
achievement and course attendance in massive open online courses. Şahin et al., (2017)
found that online learners’ interaction profiles differ according to students’ learning
motivation and strategies.

Student’s Preference of Learning

(Katz) Satisfaction with learning, level of control of the learning process, and study
motivation for distance learning are all positively related to the student’s preferences for
structured distance learning, whereas independence in learning is positively connected to
the student’s preferences for the more open Internet functionality.

(Vasile et.al) The preference for and/or the necessity of e-learning has brought into
question the dichotomy between this form of education and the face-to-face one. The first is
defined by the specialized literature as “those specific teaching activities and information
transfer mediated by electronic and digital platforms facilitated by the Internet. online
learning is part of a broader concept, namely distance education. Face-to-face learning, on
the other hand, is “an instructional method where course content and learning material are
taught in person to a group of students” and is the most traditional type of learning
instruction.
The situation has also challenged the education system across the world and forced
educators to shift from face-to-face to an online mode of teaching. Open and Distance
Learning (ODL) method is one of the most suitable strategies that integrates virtual
technology which consequently allows the continuation of the teaching and learning
process. There are many tools available to provide online learning platforms. A user-friendly
and reliable technology is essential to ensure a successful online learning process. In some
situations, the technology may neither seamless nor secure, and it can detract from the
learning experience. a survey was conducted to identify the students’ preference for their
convenience in the adoption of online learning. The results of the study can be a reference
for educators to make the most suitable tools as an option for the implementation of Open
Distance Learning (ODL). The selection of appropriate tools is vital to ensure that no student
is left behind as well as to make sure the teaching and learning process is a success.
(Raihana MdSaidia and Siti MaisarahMd Zaine 2021)

Yet, all we can measure is individual performance. Through appropriate control or

knowledge of the conditions that affect cognition, we need to infer when cognition has been
altered by learning and when it has been altered by other factors (King, 1971, pp. 79-80).
However, when the environment is not conducive to learning, students tend to focus on
things outside the classroom, which reduces their ability to get things right. Learning
depends on several factors, including the learner's motivation, awareness, and engagement.
These factors, in turn, are influenced by the learner's experience, learning style, and the
environment in which learning takes place (Hutchinson n. pag.). A learning environment is
defined as everything that occurs within an educational institution. It encompasses the
educational, physical, social, and psychological situations in which students are immersed
and is considered to play an important role in their professional and ethical development.
The concept of the learning environment has gained prominence in medical education over
the past 30 years. Along with this, the mission of education and the orientation of healthcare
professionals around the world are rapidly changing. This includes new curricula, programs,
and strategies often adopted to enhance the collaborative learning environment for students.
The learning environment has a significant impact on the student experience and learning
outcomes. It determines what, how, and why students learn.

In addition, it also affects the interest and efficiency of students' learning. The
relationship between the educational environment and student performance is a fertile field
of research, and the literature provides proven links between the educational environment
and valuable student outcomes: performance, satisfaction, and success. Moreover, previous
research has shown that students who perceive a positive school environment perform
better than those who perceive a negative school environment.
CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the operational framework through the presentations of the

description of the research design, the population and sample of the study, the research

instrument, data collection procedures, and ethical considerations to investigate the study.

Research Design

This study is a quantitative descriptive design between two variables: face-to-face learning
and online learning. This study also anatomized the data gathered from the participants
quantitatively. Quantitative research is a formal, objective, methodical process in which
numerical data are used to gain information and is used to describe variables; examine
connections among variables; and determine cause-and-effect relations between variables
(Burns and Grove, 2016).

Population and sample

The researchers will use (Simple Random Sampling) a technique where everyone in the
population has an even chance and likelihood of being selected. Simple random sampling is
the gold standard for generating representative samples. Because it is completely random, it
reduces the possibility of researchers, even if unintentionally, biasing the results. Here, the
selection of items entirely depends on luck or probability; therefore, this sampling technique
is also sometimes known as a method of chance. This study aimed at Senior High School
students which has 586 students. The researcher used the Slovins formula to calculate the
sample size and 233 out of 586 students will answer the questionnaire. The 233 participants
will be given by the researchers a questionnaire to freely answer it.

Research instrument

The survey method was used. A survey questionnaire was developed based
on prior similar studies. The form was designed to collect the participants’ basic
demographic information (age, name, level) and the major – minor, and negligible learning
styles of the students. In answering the questions, the participants indicated their
agreement/disagreement with each given question on a 5-point Likert Scale. Before giving
the questionnaire to the participants the researcher will give are distributed a request letter
about the close-ended question and the formality of the study this close-ended
questionnaire is divided into 2 first the researchers ask about the personal information of
each participant including their names, age, grade level, and the strand to ensure that the
respondents can trust the ongoing study that the researchers are doing, that includes the
Privacy Act, which provides the law regarding privacy. Next, the researchers proceed to give
the questionnaire that needs to be answered by the Participants about the study, and this
part data is collected based on the experience feeling, and understanding of the
participants.

Data collection procedure

To proceed with this study, The researchers will make a consent letter to give to their
respondents and wait for their decision to participate in this research after that, the
researchers will proceed with data gathering by making a group chat. The data and
information about the study will be provided by the researchers. On the other hand, the
participants have time to answer the given questionnaire. After that, the researcher will
evaluate all the information and data that they gathered. Researchers will make sure that
the data they gathered is confidential and only use it for the study.

Ethical consideration

The ethical considerations of this study will be applied to our topic to maintain the
willingness of participants to cooperate in the study, the researchers will ask for consent and
approval prior to the dissemination of questionnaires. all participants of this study will be
voluntarily involved and have the free will to back out if they desired. Students are given a
chance to face content individually in the blended learning approach and can interpret it in
ways that can vary from other students in the classroom as well as the teacher, thereby
giving them a greater degree of autonomy in their learning. the researchers will use an
appropriate method such as a lottery game to be fair in choosing participants and the
possibility of causing harm to the participants will be prevented by disclosing the collected
information only for the researchers or research purposes only.

Data analysis
Descriptive analysis in the form of the mean will be used to summarize the percentage
of students who want in face to face or in online classes. To calculate its mean, Find the
sum of the values by adding them all up. The mean value is obtained by averaging all the
data set's numbers and dividing the result by the total number of data points Ber of values in
the data set.

These two will be used by the researchers to determine the student's perception of
learning, Identify the student's preferred choice between face-to-face class and online
classes and compare two types of learning face-to-face and online learning.
CHAPTER IV

RESULT AND DISCUSSION

This chapter contains the study's results and discussion, a compilation of the questionnaire's
percentage, and the study's conclusions regarding the student’s preferred learning modality
specifically in Laguna University Senior High School (LU-SHS).

The survey was conducted by knowing learning which students prefer between face-to-face
learning and online learning. The survey results obtained are as follows:

STUDENT'S PREFERRED LEARNING MODAL-

ITY
FACE-TO-FACE ONLINE NEUTRAL

9%

19%

72%

Figure 1
Students Preferred Learning Modality

From the graph 72% of students, or as many as 72 students choose to learn to be done
face-to-face, then 19% of students, or as many as 19 students choose learning done to be
online, while 9% of students, or as many as 9 students choose neutral in this case, they
cannot decide what learning modality they preferred.
Research conducted by Nasution, which compares students’ perceptions of face-to-face
learning, and online learning with blended learning, research shows that students prefer
face-to-face learning as their learning modality rather than online learning.

Student’s Preferred Learning Modality

Based on the results of research that has been done, the facts about students' preferred
learning are obtained, namely face-to-face learning being the most preferred learning for
students to use, face to face chosen by 72 students, then 19 students choose learning
online learning, and 9 students who choose it mean they cannot decide what are their
preferred learning modality to study between face-to-face learning and online learning.
According to (Sher 2009, Kanasa 2017, and Kopczynski et al. 2010), it appears to be more
difficult to establish rapport in online classes than in face-to-face classes. And according to
Jaggars (2014) discovers that face-to-face classes are more effective in a study of
community college students. have better peer-to-peer and student-instructor interaction than
online classes, and the students preferred them.

Compare face-to-face and online learning in terms of motivation

Based on the results, it is seen that the chosen learning modality of the students is
face-to-face learning with a percentage of 72% compared to online learning with a
percentage of 19%. But at some point, students are undecided to choose their learning
modality that's why 9% appears on the result to represent it. The study by Selim (2007)
concluded that learner motivation has a critical part to play in the adoption of online learning
environments among students. Moreover, several studies established a strong cause-and-
effect relationship between motivation and learner success, and engagement in online
learning environments (Baturay & Yükseltürk, 2015; Cull, Reed, & Kirk, 2010). Further,
highly motivated learners spend more time in an online learning environment (Rosenberg &
Ranellucci, 2017). Online learners’ interaction profiles differ according to students learning
motivation (Şahin et al., 2017). In other words, different levels of motivation affect the
patterns of interaction in the e-learning environment. According to Pintrich et al. (1991),
motivation consists of three main components called value, expectation, and affective
components, which include various subfactors.
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION

SUMMARY
This study aimed to identify the student’s preferred learning modality and compare face-
to-face learning and online learning among grade 12 students, constructing an overview and
recommendation on the future learning process. The researchers used a descriptive method
of quantitative research to identify the Preference for Learning Modality Choice in a Blended
Learning Environment among grade 12 students at Laguna University Senior High School
(LU-SHS), in the Academic year 2022-2023. A closed-ended and Likert-scale questionnaire
was used to collect data on 233 out of 586 grade 12 students and gathered data was
analyzed through mean, frequency, and percentage. Results showed that the students
preferred in choosing face-to-face learning. Face-to-face was the most preferred by the
student, indicating a strong interest based on their experience in a blended environment.

CONCLUSION
The grade 12 students at Laguna University Senior High School are anxious to select face-
to-face learning from the learning modality that would be preferable for their learning. With
face-to-face having the highest percentage, this revealed that most of the students are
interested in learning more face-to-face. And because the students are more comfortable
studying in school they think that they are more motivated to study in face-to-face learning
not only because they can see the people who can give them the motivation to go to school
and study with them.

Our study possesses a limitation due to reliance on a survey conducted in just and thus may
not be generalizable to other institutions worldwide. Our findings may be beneficial to
academic administrators, instructors, and institutions in implementing programmatic tactics
to improve the effectiveness of virtual learning and increase their readiness for school
reopening.

RECOMMENDATIONS

Future studies that analyze more parameters of each variable by asking open-ended
questions or interviewing the students can be helpful and better evaluate the effect of the
above-determined significant parameters and follow up on our findings. Also, it would be
interesting to compare students' preferences for virtual classes versus face-to-face classes
in terms of GPA and academic performance in a more detailed manner. In addition, future
studies that evaluate the students' performance after the pandemic must be explored with
special attention to determining the factors that affect students’ preference toward
online/distance exam evaluations and determining the factors that affect the student’s
experience and knowledge students during the COVID-19 outbreak.
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APPENDICES

April 26, 2023

MRS. AGNES G. YCOGO

School Principal
Laguna Sports Complex, Bubukal, Santa Cruz, Laguna

Dear, Mrs. Ycogo

Greetings!
We, the Grade 12 students of Laguna University, are currently enrolled in the Humanities and Social
Sciences (HUMSS) strand. As part of our academic requirements, we are conducting a research
study to showcase our research competence as senior high school students. With this, we would like
to request permission from your esteemed office for our research team to conduct a study entitled:
“Exploring Factors and the Student Preference on Learning Modality Choice: A Study of Senior High
School Students in Blended Learning Environment”. The aim of this research is to gather opinions
from the Senior High School students regarding their preference for face-to-face and online learning.
We also aim to explore the different factors that influence their opinions and how these opinions
contribute to their learning engagement. We will be utilizing a validated questionnaire as a tool to
gather the responses of the students.

We are excited to complete this academic requirement and develop our research skills. We are
hopeful for your positive response to our request. Thank you for your time and consideration.

Respectfully yours,
MIKAEL C. ABULENCIA
Group Representative

Noted by:
MR. JEFFREY M. SANTOS
Senior High School Coordinator

Approved by:
MRS. AGNES G. YCOGO
School Principal
Research Instrument

Exploring Factors and the Student Preference on

Learning Modality Choice:

A Study of Senior High School Students in Blended Learning Environment.

Name: Age: Strand & Section:

Directions: This instrument is composed of statements concerning feelings about public speaking.

Indicate the degree to which the statements apply to you, whether you strongly agree, agree,

disagree, or strongly disagree with each statement.

(1) STRONGLT DISAGREE, (2) DISAGREE, (3) NEUTRAL, (4) AGREE, (5) STRONGLY AGREE

ONLINE LEARNING 1 2 3 4 5
Online classes offer more flexibility in managing my time, study location,
designing my own study agenda, organizing my study materials, and in terms
of deadlines.
Online classes are easy to fit into my schedule.
Online classes prevent me from working at my own pace.
I could be more engaged in an online class.
I could be more attentive in an online class.
I could participate in more class discussions in an online class.
I could be more involved in an online class.
I could have more chances to interact with the instructor and classmates in an
online class.
I could be more willing to express my opinions in an online class.
I could get to know more about the instructor and classmates in an online
class.
I could feel more like a member of the class in an online class.
I would gain more knowledge in an online class.
I would be more motivated to learn in an online class.
I would feel more of a desire to learn in an online class.
Online classes are easier in general like assignments, getting a high grade and
follow
Online classes are more challenging.
FACE-TO-FACE LEARNING
Face-to-face classes offer more flexibility in managing my time, study location,
designing my own study agenda, organizing my study materials, and in terms
of deadlines.
Face-to-face classes are easy to fit into my schedule.
Face-to-face classes prevent me from working at my own pace.
I could be more engaged in a face-to-face class.
I could be more attentive in face-to-face a class.
I could participate in more class discussions in a face-to-face class.
I could be more involved in a face-to-face class.
I could have more chances to interact with the instructor and classmates in a
face-to-face class.
I could get to know more about the instructor and classmates in a face-to-
face class.
I could get to know more about my classmates in a face-to-face class.
I could feel more like a member of the class in a face-to-face class.
I would gain more knowledge in a face-to-face class
I would be more motivated to learn in a face-to-face class.
I would feel more of a desire to learn in a face-to-face class.
Face-to-face classes are easier in general like assignments, to get a high grade
and to follow
Face-to-face classes are more challenging.

Curriculum Vitae of Student-Researchers