Blended Learning Environment Affecting the Socio-Emotional Skills of the BEED Students

Abstract

The pandemic has impacted the global educational system, leading to the longest school closing that created a setback for the students and school institutions. Using a descriptive-correlational design, the researchers gathered the needed data to describe the level of blended learning environment and socio-emotional skills and explain the relationship between blended learning and socio-emotional skills. Random sampling was used to determine the sample size of the study. The adapted questionnaire was tested and was proven to be reliable. Moreover, the questionnaire used a five-point Likert scale that measured the following indicators: Independent Variable – performance expectancy, effort expectancy, social influence, and facilitating conditions; Dependent Variable – psychological impact and social impact. Upon analysis of the data, it shows no significant relationship between the two variables. However, indicators such as social influence and social impact, facilitating conditions together with psychological impact and social impact show a significant relationship. The results explain how there was less interaction during the independent learning sessions. This finding correlates to the Engagement Theory, which emphasizes the need for students to collaborate with their peers to lessen the tendency of having communication lags. Engaging learners in their learning process through collaboration greatly helps their academic progression. To relate this to the theory of Site Ontology it supports the findings that if collaboration is always practiced and encouraged among students, the tendency of students being unable to express through their interpersonal skills will likely be avoided.