Blended Learning Mode Research Articles

Blended Learning Modality in Selected Island Elementary Schools of Northern Palawan, Philippines

Blended Learning Modality in Selected Island Elementary Schools of Northern Palawan, Philippines

Pengembangan Modul Berbasis Blended Learning Pendidikan Agama Buddha Materi Kelas VII Semester Ganjil di SMP Kabupaten Blitar

Students who have grown accustomed to online instruction may experience cognitive dissonance while transitioning back to traditional classroom settings due to Covid-19's oversight. The creation of a blended learning module that incorporates online and in-person instruction is one approach to resolving the issue of how to carry out the learning process. This research set out to answer two questions: (1) how one might go about creating a blended learning module, and (2) whether or not such a module might be used effectively to teach Buddhist religious education content to seventh-semester middle school. Cennamo and Kalk's Spiral model is used for this study. In the spiral model, you first define the problem, then create a solution, then show how it works, and last deliver the solution. The average proportion, based on questionnaire data from large-scale experiments, was 92.24%. This blended learning module of Buddhist religious education has been found to be quite viable in order to be used for seventh grade students in junior high schools in Blitar Regency, as per the previously established requirements. Blended learning-based module solutions are suitable for usage as demonstrated by the results of completed questionnaires from content experts and media experts. The average percentage acquired in the massive study, as calculated by the table data from the questionnaires, was 92.24%. The integrated learning module for Buddhist religious education has been found to be quite viable in order to be used and applied to pupils in Blitar Regency's seventh grade of junior high school. After that, SPSS factor analysis indicated that the KMO and Bartlett's Test values were both more than 0.5, indicating that the product was viable. As a result, the study determines that the module can be used.

The Necessity and Feasibility of Blended Learning Mode in Foreign Language Teaching Practice

With the development of modern information technology, blended learning mode has become a new mode in foreign language teaching in universities, which can effectively solve some problems existing in traditional teaching modes. This article combines the necessity and feasibility study of blended learning mode in foreign language teaching practice, proposes the necessity and feasibility study of blended learning mode in foreign language teaching practice, provides some beneficial ideas for future foreign language teaching reform, and hopes to promote the improvement of foreign language teaching level in Chinese universities.

Blended Learning Modality in Teaching Statistics in a Graduate Program of a State University in the Philippines

Graduate students commonly experience apprehension towards statistics courses, leading to lower achievement and negative perceptions of the subject. This mixed-methods research study aimed to explore the effects of blended learning on graduate students' achievement and perception of statistics in the Master of Arts in Education program. Blended learning combines online and face-to-face learning modalities. The study included 67 participants who completed tests for parametric and non-parametric statistics and 12 who underwent interviews. Results showed that students showed mastery of specific statistical topics, particularly correlation and regression tests and tests of difference with paired and independent samples. The students attributed their success to blended learning, which promotes flexibility, ease of learning statistics, independent learning, and motivation. Regardless of the field of specialization, students' scores in statistics were similar. However, challenges such as internet connection, software use, and technicalities of concepts and software like SPSS were reported. This study suggests that blended learning is beneficial for improving graduate students' achievement and perception of statistics and that proper support and guidance are needed to address the challenges of this learning modality.

Performance of Novice and Experienced Teachers Using Blended Learning Modality in the Division of Quezon: Basis for Intervention Program

Performance of Novice and Experienced Teachers Using Blended Learning Modality in the Division of Quezon: Basis for Intervention Program

Action competence in obstetric emergencies—can this be achieved via e-learning? Interprofessional blended learning module on diagnostics and emergency treatment of shoulder dystocia

BackgroundDue to the rarity of shoulder dystocia, an obstetric emergency, it is difficult even for experts to develop the appropriate routine in this emergency. Regular further training is therefore recommended for obstetricians and midwives. Evidence is lacking on the extent to which e-learning as a teaching method can be successfully used to acquire these skills and put them into practice. The purpose of this study is to demonstrate how the learning objectives for shoulder dystocia, listed in the National Competence Based Learning Objectives Catalog for Medicine (NKLM, Germany) can be successfully taught in medical studies using a blended learning concept (e-learning and practical application on a birth simulator).MethodsAfter completing an e-learning course, final year medical students and midwife trainees demonstrated their action competence for shoulder dystocia procedure on a birth simulator. This transfer of the theoretical knowledge to the case study was assessed using an evaluation form oriented to the recommendations for action.ResultsOne hundred sixty medical students and 14 midwifery trainees participated in the study from April to July 2019. Overall, 95.9% of the study participants met the required standards, i.e. achieved very good to adequate performance (Ø good) in simulation training.ConclusionsE-learning with annotated high-quality learning videos is an excellent way to transfer theoretical knowledge about shoulder dystocia procedures into medical practice on a birth simulator. The learning objectives required by the NKLM for shoulder dystocia can be successfully conveyed to students via the applied blended learning concept.

Development of Blended Learning-Based Science Module on Sound Material to Improve Learning Outcomes of Fourth-grade Elementary School Students

This research is motivated by the lack of learning resources that can support learning during the learning process, both face-to-face and independently, which causes a decline in student learning outcomes. This study aims to design and analyzing the effectiveness of blended learning-based science learning modules on sound material to improve learning outcomes of fourth-grade elementary school students. This study is a research and development (R D) by Borg and Gall, with an operational test design using a pretest-posttest control group design. There are 33 students in an experimental class and 31 students in a control class in grade IV. The results showed the module is valid and effective with good criteria, for the experimental class with pretest results of 53.5 and posttest of 71.5 with n-gain of 0.47 medium criteria. Meanwhile, in the control class, pretest results were obtained of 53.1 and posttest of 61.8 with n gains of 0.19 low criteria. Compared to the control group, the experimental group saw a greater improvement in learning outcomes in the test of the materials' efficacy. The blended learning module created for this research can be used as a resource for both students and educators to help them reach their educational goals.

The model practice of reconstructing education management based on Web 3.0 technology blended learning under the people‐oriented concept

AbstractThis paper deeply analyzes the mode of blended learning based on network 3.0 technology under the people‐oriented concept, and introduces the characteristics and essence of blended learning based on network 3.0 technology. On this basis, this paper discusses the dilemma of the traditional educational management mode, puts forward the educational practice design based on Web 3.0 technology blended learning under the people‐oriented concept, and finally summarizes the practice.

FLEXIBILITY OF ASSESSMENT STRATEGIES OF JHS SCIENCE TEACHERS IN FOSTERING STUDENTS’ ENGAGEMENT AND TASK COMPLETION

This study on the flexibility of assessment strategies of Junior high school science teachers in fostering students engagement and task completion as rated by teachers is a descriptive method as research designs. The study specifically involves one hundred-eight (108) Junior high school Science teachers that would rate the flexibility of their assessment strategies in student engagement and task completion of their students. The participants are from chapter schools of Maranatha Christian Academy in Laguna with Junior high schools and are all implementing Blended learning modality. The researcher-made questionnaire was used in gathering data. The data gathered were answered by teachers from Maranatha Christian Academy of Cabuyao, Calamba, Los Baños, Bae and Sta. Cruz chapters specifically teaching science subjects. The questionnaire was consisted of four variables to evaluate the level of flexibility of teachers assessment strategies in terms of applicability, engagement, motivation, and collaboration. Those items were rated according to their scales. The data were tallied, tabulated and treated using weighted mean for determining the level of flexibility of teachers assessment strategies as rated by the respondents. Standard Deviation was used to determine the dispersion of the ratings of the respondents. On the other hand, F-test was used to determine the significant difference between the level of flexibility of teachers assessment strategies as rated by the teachers.

The Effect of the Face-to-Face, Online, and Blended Teaching Modes on Students' Performance in Listening

Second-language learners must learn to listen. Effective listening helps learners understand others and express their thoughts and opinions. This study examines the students' achievement in listening tests conducted after teaching and learning processes using face-to-face, online, and blended modes. The respondents were selected using purposive sampling. The data for the study consist of secondary data collected from 392 participants from different faculties at a local public university. The data were then analyzed using the SPSS version 20 tool. The results indicate a significant difference in teaching and learning modes and students' achievement in listening tests. Next, the findings showed that the blended learning mode produced the lowest listening test score, while the face-to-face mode produced the highest test scores. Finally, there was a significant difference between faculties in their listening performance. The findings of this study suggest that even though teaching listening using the blended mode gives the best of both the online and face-to-face methods, but if students are not engaged in the online learning part, they may not be able to follow the offline or face-to-face learning part effectively. This assumption needs further investigation by including more private and public universities and examining if a similar outcome may prevail.

SCREENCAST AND ITS EFFECT ON IMPROVING LEARNERS’ ACADEMIC ACHIEVEMENT AND MOTIVATION IN PHYSICS

Screencasts are multimedia-based learning which involves multimodal sensory, such as eyes and ears. These are increasingly used as schools transition to blended learning mode. This study aims to describe the screencast and its effect on improving learners’ academic achievement and motivation in Physics. This quasi-experimental research determined learners’ academic achievement and level of motivation before and after treatment to screencasts focusing on heat, temperature, and electricity. The study was done in a large public secondary school in a highly urbanized city in the central Philippines. Academic achievement was measured through a constructed test while the level of motivation was evaluated using Keller’s Instructional Materials Motivation Survey. Results showed that screencasts improved the learners’ academic achievement and increased their level of motivation. The use of screencast has a good impact on changing learners' knowledge and skills and is an effective online learning media. Findings also obtained a p-value of 0.00 which showed that there is a significant difference in the learner’s academic achievement before and after treatment to screencast. This study discovered that learning using screencasts is engaging to the learners. The screencast provided the learners with the opportunity to learn at their pace and brought them better learning experiences.

Face-to-Face and Blended: Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry

Approaches to teaching science are undergoing a mutation and new variants such as the Culturo-Techno-Contextual Approach (CTCA) have emerged and are proving to be more potent than the older variants. This study explored the efficacy of CTCA in reducing learning anxiety and promoting meaningful learning of chemistry among secondary school students by comparing the performance of the two experimental groups with that of the control group. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 141 senior secondary II students (the equivalent of grade 11) from three purposively selected schools in Lagos State education district V were sampled. The Electrochemistry Achievement Test and revised Science Anxiety Scale which had reliability coefficients of 0.78 and 0.95, respectively, were the instruments used to collect quantitative data, while the students’ perception about CTCA interview guide was used to collect the qualitative data. The two experimental groups were taught using CTCA in a face-to-face class and blended learning mode, while the control group was taught using the traditional lecture method. Treatment lasted five weeks after which posttest and retention test (four weeks after posttest) were conducted. Quantitative data were analyzed using one-way MANCOVA, the qualitative data were analyzed using framework analysis. The results showed that each of the CTCA groups outperformed the lecture group on measures of achievement (F(2,136) = 72.05; p < 0.01) and anxiety (F(2,136) = 11.87; p < 0.01). CTCA was also found not to have a significant differential impact on the experimental groups based on gender. By these results, it was inferred that irrespective of the learning platforms (online or physical), CTCA has the potency to improve students’ understanding of chemistry concepts compared to the traditional lecture method. Therefore, within the limitations of the study, it was concluded that CTCA is a viable teaching approach for reducing learning anxiety and promoting meaningful learning of chemistry concepts. Open doors for future exploration were also highlighted.

Utilization of Tarsia Puzzle in Improving Learning on Integers, Rationals, Patterns, And Algebra (Irpa) Among Senior High School Students in a Public School

The research was conducted in order to improve students’ mastery level of the pre-requisite skills in General Mathematics such as integer, rational, patterns and algebra. The teacher observed that students’ performance is greatly affected by their poor mastery of the pre-requisite skills. The research involves thirty student respondents who were purposively selected based on their score on the pre-test given to them at the beginning of the semester. Students were ranked based on the score they got in the pre-test. The bottom thirty were then selected as respondents of the study. The respondents were given Tarsia-aided remedial classes as intervention. Tarsia is a software that allows teachers to create a variety of puzzles like jigsaw and dominoes. Sixty-minute remedial classes of two to three session per week started on the month of September 2021. A blended learning modality was adapted. The researcher gathered data using the pre-test and post-test result of the respondent. It was found out that the average of the score of the thirty respondents in the 50-item pre-test is 8.13. The average of the scores of the students increased by 11.2 points during the post-test that was given after the intervention. Using t-test for paired samples, it was fund out that there is a significant difference between students’ pre-test and post-test scores. Thus, the Tarsia-aided remedial classes improved students’ mastery of the pre-requisite skills.

Attitude and Readiness of Special Education Teachers in Blended Teaching: Basis for A Training Development Program

As the world progresses towards digitalization in education, innovations have been embraced rapidly. Blended teaching (a combination of in-person and online classes) has been introduced to enhance the teaching and learning process amidst challenges and threats brought about by the COVID-19 pandemic. This study investigated special education teachers’ attitude and readiness to implement blended learning modalities. The study used purposive sampling employing a total enumeration of 40 SPED teachers in 10 public SPED schools in Sarangani province. The results revealed that with all the indicators in teachers’ attitude towards blended teaching, an overall mean of 3.22 was obtained, which corresponds to an overall descriptive value of “Favorable’. This means that teachers portrayed positive attitudes and practices that prompted them to develop their knowledge and skills in the shift from traditional education to blended instruction. Overall, the relationship between teachers’ attitudes and the level of readiness toward blended teaching is “Highly Significant.” The correlation between the teachers’ attitude and the teachers’ level of readiness in six areas (i.e., Technical Literacy, Planning Blended Activities, Personalizing Instruction, Facilitating Student-Student Interaction, Facilitating Teacher-Student Interaction, Planning Blended Assessments) is “Highly Significant” while only one of the seven areas (i.e., Implementing Blended Assessments) is “Not Significant. Thus, this study proposed an action plan to support teachers in blended teaching. Further, a pool of experts in blended teaching and learning reviewed and evaluated the proposed action plan. They rated the proposed action plan as “highly valid.”

Application of Student-Centered Activities Among Engineering Students in the New Norm of Learning

This action research aimed to implement the blended learning modality through student-centred activity in the new normal of the engineering department of the Cavite State University – CCAT Campus. The study utilized quasi-experimental research design. Inferential and observation design were utilized to augment and support the research design findings. The Center for Educational Effectiveness at the University of California, Davis, provided the researchers with the checklists, questionnaires with Likert scales, and field and observation notes. Results showed that there was significant difference among the means observed as caused by the intervention. The action research concluded that there is an increase in student’ cognitive, affective, and psychomotor domains after the intervention, and the research identified that asynchronous classes and time management allotted for students were the critical challenges.

CHALLENGES AMONG MATHEMATICS TEACHERS IN TEACHING AND LEARNING TO THE STUDENTS’ READINESS AND ENGAGEMENT

Various changes and adjustment have been made on the Philippine educational system since the pandemic era began. It started with the transition of face-to-face classes into blended learning modality and now that the situation of the society is getting back to normal, classes has been transforming again to in person classes. In connection with this, teachers and students currently adjusting again with the limited activities and programs for the implementation of in person classes after the most crucial situation brought by the pandemic. The mere intention of this descriptive study was to determine the challenges among mathematics teachers in teaching and learning to the students readiness and engagement. This study was designed for 70 Junior and/or Senior High school Mathematics teachers under the Division of Laguna, who were selected via purposive sampling technique. Descriptive method was used to determine challenges among mathematics teachers in teaching and learning. The researcher used the quantitative/descriptive survey method of research. In order to analyze and interpret the data gathered, weighted mean, standard deviation, pearson r correlation and regression analysis were utilized in the study. The study shows that the relationship between the challenges in teaching and learning and the students readiness has significant. Thus, the researcher, therefore, concludes that the null hypothesis 1 stating that there is no significant relationship between the challenges in teaching and learning and the students readiness is partially rejected. The study also shows that the relationship between the challenges in teaching and learning and the students engagement has significant. Thus, the researcher, therefore, concludes that the null hypothesis 2 stating that there is no significant relationship between the challenges in teaching and learning and the students engagement is partially rejected. Based on the drawn conclusions, It is suggested to the school may provide a seminar conference where they can fully understand the factors that can affect their academic readiness and academic engagement that could lead to their higher level of performance. Furthermore, school administrations as well as government may provide needed support to address these gaps and look for alternatives if the current set-up is deemed to be ineffective. It is also recommended that the teachers may attend to different seminars workshop where they can improve their teaching techniques, they are encouraged to take their masters and doctorate degree for their professional and individual growth. And it is recommended that teachers may teach to the student the challenges during the progressive in-person classes in teaching and learning. And school administrations may support to further improving their skills and knowledge. For future researchers, the findings of the study could help to the one that has the same idea and goals to serve as their reference.

Utilization of Tarsia Puzzle in Improving Learning on Integers, Rationales, Patterns, and Algebra (IRPA) among Senior High School Students in a Public School

The research was conducted to improve students’ mastery level of the pre-requisite skills in General Mathematics such as integer, rational, patterns and algebra. The teacher observed that students’ performance is greatly affected by their poor mastery of the pre-requisite skills. The research involves thirty student respondents who were purposively selected based on their scores on the pre-test given to them at the beginning of the semester. Students were ranked based on the score they got in the pre-test. The bottom thirty were then selected as respondents of the study. The respondents were given Tarsia-aided remedial classes as an intervention. Tarsia is a software that allows teachers to create a variety of puzzles like jigsaw and dominoes. Sixty-minute remedial classes of two to three sessions per week started on the month of September 2021. A blended learning modality was adopted. The researcher gathered data using the pre-test and post-test results of the respondent. It was found out that the average of score of the thirty respondents in the 50-item pre-test is 8.13. The average of scores of the students increased by 11.2 points during the post-test that was given after the intervention. Using a t-test for paired samples, it was found out that there is a significant difference between students’ pre-test and post-test scores. Thus, the Tarsia-aided remedial classes improved students’ mastery of the pre-requisite skills.

Transitioning into Fully Blended Learning: A Model for Faculty Blended Learning Adoption

Higher education institutions the world over is turning to Blended Learning (BL) as the preferred teaching and learning delivery approach. However, to attain campus-wide adoption requires an understanding of the influencing factors that motivate academics towards teaching in BL mode. Given this context, this paper presents findings from a qualitative study that investigates the lived experiences of academics as they adopt BL for teaching and learning in a Ghanaian university. Adopting a Grounded Theory as the methodology for this research within a sequential qualitative research design, data was collected from multiple sources. Primary data was obtained from in-depth interviews of 22 academics carried out to understand how they construct and navigate the BL teaching experiences. Secondary data was obtained from policy documents, faculty training signing sheets and Learning Management Systems (LMS) activity logs. The data was analysed using the constant comparative method and thematic analysis and triangulated to organize the themes and concepts for the proposed model. The outcome of the analytical process is theorized into an adoption model and grounded in the literature. The findings of the research provide very useful and practical model for administrators to stimulate Faculty motivation as they embark on BL implementation. The model indicates that external and internal environmental factors stimulate Faculty motivation to make a choice regarding the teaching modalities they prefer. It posits that as Faculty members begin to implement teaching process using technology, they become sensitized and begin to internalize the differences between the two teaching modalities/models and thus decide to adopt BL based on the level of implicit and explicit motivational factors that exist within the faculty members and the university.

Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era

The COVID-19 pandemic has forced the education sector to adapt rapidly to online and blended learning modes. This systematic literature review examines the impact of the pandemic on teaching and learning in higher education, including management education and other disciplines. The review of 68 studies reveals that blended teaching, combining the benefits of face-to-face and online teaching methods, has emerged as a promising approach for higher education in the post-COVID-19 era. However, further research is needed to fully understand the dynamics of this mode, particularly in the context of business management education. The review highlights the importance of flexible and adaptable learning modes in higher education, with a need for institutions to continue promoting and creating diverse learning modes that meet the needs of all students. The use of technology is expected to continue to be integrated into teaching and learning, with a greater focus on blended learning modes. As the pandemic has emphasized the importance of effective and accessible education, future research should focus on analyzing the effects of blended learning in diverse nations and addressing issues such as access to technology and digital literacy.

Blended Learning vs E learning Determining the Best Mode of Education from the Perspective of the Learners

The study aims to determine students' perceptions regarding the blended mode of learning in the post-Covid era of Aligarh Muslim University. An online questionnaire was designed (Google form) with the help of previous studies and forwarded the web link through text messaging, email, WhatsApp, and Facebook. In total, 291 participants (undergraduate, postgraduate, and research scholars) filled out the online questionnaire. The result shows that the blended mode of learning is well accepted by the students, but when it comes to practical classes, this mode surely does not suffice. When it comes to the attitude of the students towards the blended mode of learning, the results suggest that most of the students are comfortable. Further, the blended mode comes with the complexities of e-learning and technical issues like poor internet connectivity, technical problems, limited internet pack, unorganised reading materials, etc., causing many difficulties in the overall learning process. This is the first study that assesses the students’ perceptions towards the blended mode of learning in Aligarh Muslim University. Its findings may be useful in developing new strategies for improving the learning environment in any academic institution.