CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Had the world been filled with people who do not induce in making

changes, human beings would have not been existent today. The

continuous propagation of mankind is a core proof of the knowledge that

has been divinely endowed during the primitive era. The primeval people

visibly strived hard to achieve education, reflective of the perks that all

of us have been enjoying in this century. The strategy in learning has

really driven along the curves over the passing years, the room for

improvements has been occupied and the occupants have bought lots

to build vacancies. Merely, the evolution of education has continually

upgraded and will continue to do so in the future by the aid of those who

have obtained knowledge through education. Today, the youth are

appointed as the 21st century learners and the endearment goes beyond

the mere meaning of the claim. Being a part of the 21st century, students

are automatically assigned to engage in acquiring the core

competencies of learning such as critical thinking, problem solving,

cooperation, and digital literacy.

Synchronous to the modernization all of us have been enjoying

today, mediums to helping a certain learner has also developed from

printed materials to e-learning modules. In fact, the internet has been

become a medium in educating learners as of today. Aside from these,

tactics in helping a certain student on his pedagogical needs has been

8
invented. In today’s classrooms, most traditional ways in learning are

slowly adapting to some wide changes. With the evolution of technology,

it is likely conceivable to transform the way people discover and

understand the facts presented to them. In the traditional way of learning,

students learn through a frontal session with the teacher. Students are

granted access to the instructors, they interact with one another and they

learn through that method. But as it has been previously said, we are

bound to adapt to changes for changes are constant in this world.

Therefore, mentors and students are bound to meet the challenges of

coping up with the revolution of learning. A highlight of all these changes

is Blended Learning (BL). BL involves a student learning partly through

online instruction and partly with a teacher in a school building. Students

may complete online instruction in a classroom, a computer lab, or at

home, with varying degrees of control over time, place, path, and pace.

(Denisco, 2013) However, BL appears to have been in use since the

popular advent of the Internet and the World Wide Web in the late 1990s

however, like many other Internet buzzwords around this time (e.g., new

economy, e‐learning), its precise connotations have changed and

subsequently converged and stabilized. From 2006 to the present,

blended learning has been understood as a combination of face‐to‐ face

and technology‐mediated instructional forms and practices. At the same

time, the phrases “face‐to‐ face” and technological mediation themselves

may generally benefit from further definition and contextualization.

(Freisen, 2012) For this reason, this portion from the introduction aims

to map out the definition of BL in simple words. Generally,

9
the term “blended learning” is applied to the practice of using both online

and in-person learning experiences when teaching students.

(edglossary.org, 2013)

In America, two-thirds of the nation’s 14,000 districts offered

some kind of BL option in 2012, according to a the 2013 version of the

by the Evergreen Education Group annual “Keeping Pace with K-12

Online and Blended Learning” report, BL is spreading quickly. Online

and blended programs are now growing more rapidly in public schools

than they are in charters, the report found. By 2019, about 50 percent of

all high school courses will be online, the Clayton Christensen Institute

estimates (Denisco, 2013).

Blended learning has become mainstream on other countries for

the passing years, the Father of IT in the Philippines, Dr. Amable A.

Aguiluz, initiated the unique blended learning system in the Philippines.

The blended learning that AMAES proposes states that they provide

education without borders, and just last school year 2016-17, the

pioneering batch of Kto12 education in the Philippines, ACLC Grade 11

students have experienced Blended Learning— 70% with teacher in

school and 30% online. Three days a week, they do confrontational

learning with the teacher. The latter two days, they study online on their

own at their chosen place, time and pace giving them the opportunity to

better understand a subject matter before moving on to the next topic.

(AMAES News, 2016) This drew the interest of the researchers in

10
probing into the problem, the education system of AMA was reachable

to the researchers and the results of it towards the learning of the

students are found intriguing. Thus, the existence of this paper.

Although, there is no comprehensive research on blended

learning outcomes yet, but some early results are promising. A 2010

Department of Education analysis found that students in blended

courses outperformed those in both fully online courses and face-to-face

courses (Denisco, 2013). In fact, BL (Blended Learning) methods can

also result in high levels of student achievement more effective than

face-to-face learning. (Sarepetici & Cakir, 2015). This is because

students become self-driven and responsible, tracking their individual

achievements, which helps develop the ability to find the resources or

get the help they need, self-advocating so they can reach their goals.

The use of eLearning materials increases a student’s ability to set

appropriate learning goals and take charge of his or her own learning,

which develops an ability that will be translatable across all subjects.

(Giarla, 2015) However, there is a scarcity of network infrastructures in

the Philippines which leads us to talking of the drawbacks of BL. BL has

potent disadvantages especially dealing with the online system which is

crucial in blended learning. Internet connection is massively used in

blended learning. In order to stay connected to the course, both of the

teacher and students need internet connection. It is not a big problem if

blended learning is applied in a school which has stable internet

connection or in a downtown which is under coverage of an adequate

11
internet network. Both of the teacher and students will be able to access

and use internet connection properly. (yuridinugroho.wordpress.com,

2013) Another critical issue is access to network infrastructures.

Although the digital divide is narrowing as the internet becomes more

pervasive, many students do not have pervasive and ubiquitous access

to the Internet—even in their classrooms. (Ramirez, 2016) Another one

that is worthy to address is the pace of advancement: What primarily

looks like an upside turns into a downside when you come to review

specific learning scenarios. For example, the use of lecture recording

may actually result in learners lagging behind on the course flow. Some

students may choose to linger around for a while and then watch a

bunch of video classes in one sitting, while others would rather make

the interactive class part of their daily/weekly routine. At the end of the

day, an instructor trying to sync up both streams with ongoing offline

activity is faced with a daunting task. The other issue is IT literacy, the

tech resources employed in blended learning need to be reliable, easy

to use and unanimously accepted by all stakeholders of the learning

process. Otherwise, the initiative will most likely be gathering dust until

some remote milestone is reached. (Winstead, 2013) And just as how

there is existence of the disadvantages there are also bright sides

within BL. By using a combination of digital instruction and one-on-one

face time, students can work on their own with new concepts which frees

teachers up to circulate and support individual students who may need

individualized attention. "Rather than playing to the lowest common

denominator – as they would in a traditional classroom – teachers can

12
now streamline their instruction to help all students reach their full

potential." Blended learning allows for personalized education, replacing

the model where a teacher stands in front of the classroom and everyone

is expected to stay at the same pace. "Blended learning allows students

to work at their own pace, making sure they fully understand new

concepts before moving on.” Blended learning allows teachers to use a

combination of digital instruction and one-on-one face time to improve

efficiency in the classroom. When students use adaptive learning

technologies to work on their comprehension of new concepts, teachers

can use the additional class time to give struggling students the

individualized attention that they need. Rather than playing to the lowest

common denominator – as they would in a traditional classroom –

teachers can now streamline their instruction to help all students reach

their full potential. Education can be extremely expensive. From

continually reordering textbooks so they're up to date to having school

supplies on hand, the costs add up. Blended learning can help school

districts save money by allowing students to bring their own technology

devices to class to take full advantage of the adaptive learning software.

The use of e-textbooks, which can also be accessed on computers,

tablets and e-readers, may also help drive down costs. Blended learning

is able to personalize education in a way that a more traditional

classroom setup simply cannot. When teachers stand in front of a sea of

desks and educate students about a new concept, kids of varying

academic skill levels are not able to take extra time or work ahead as

they may need. Blended learning allows students to work at their own

13
pace, making sure they fully understand new concepts before moving

on. Software used with blended learning programs is able to collect

student data that measures academic progress. In this way, teachers

can clearly see the areas in which each individual student is excelling,

and where he or she may need a little more guidance, and act

accordingly. Digital fluency is a goal of the Common Core State

Standards, and states working to implement the new academic

guidelines will need to make sure that technology is integrated into a

variety of subject areas. Blended learning can easily accomplish this task

(dreamboxlearn.com, 2013).

In conclusion, every teaching-learning methodologies has its

benefits and drawbacks. As always, the institution that provides it

needs to measure required mediums against existing options. Will the

BL benefit the learners? Are the rewards equal to the risks or they

surpass each other? Are the students prepared to adapt to this new

method? Disadvantages of blended learning will always be there but

they are far from being passable. Its bad impacts can be minimized or

even changed to progressive undertakings if the teacher keeps an eye

on pupil’s reactions, technology capabilities and deliverance of the

quality of the courses. Besides, a little criticism would never halt the

progress of this complex field.

Look around, the world may be probing into this too and we’ve

been lagging behind. We should broaden our knowledge, explore the

14
field and comprehend through variables and variables. Each and

everyone’s moments are unique, that makes us peculiar and able to

protect our own originality along our perception towards life due to our

various experiences. Every opinion counts.

15
Background and Its Setting

The study will be based in AMA Computer Learning Center

located at 4/F Femar Bldg. M.L Quezon St. Brgy. San Roque, Antipolo

City 1870 Philippines. The branch of AMAES is directed by Mr. Rommel

Someros. He decided to have AMA because he believed that the perks

and the business opportunity in Kto12 education was vast as it is one of

the new educational trends here in the Philippines. On its 2nd year of

operation, there have been more than 400 enrolled students in the

institution wishing to be granted a good education. The research will

study the performance of all the ABM and ICT Students of ACLC

Antipolo City in terms of coping up with the Online Education as a

method used by AMA.

The existence of Online Education in AMA is widely known in the

Philippines as AMA founded by Dr. Amable R. Aguiluz V in honor of the

late Amable M. Aguiluz is the very first institute for Computer Studies in

the country. Before being internationally known, AMA started from

humble steps with only 13 computers and 13 students in a rented

apartment building in Mandaluyong. A year later, AMA received a

positive feedback from the patrons as they became the catalysts for the

encouragement for the integration of four-year courses in Computer

Studies. And by 1983, AMA grew into a large network of schools in Metro

Manila. Through the passing time, AMA expanded its services to

provincial areas initially in Cebu. Latter to this is the expansion of the

institution not only by gliding through places to places but by service

16
through advents such as AMA International Institute of Technology AIIT).

Now named AMA Computer University, it is regarded as the pioneer and

largest IT University in Asia. As it grows in leaps and bounds, AMAES

remains committed to its unending vision to become the leader and

dominant provider of relevant and globally-recognized education and

training in information and communications technology.

(webs3.amaes.edu.ph/amaes/amacu/history.asp)

Since the method of BL is the focus of the topic, the researchers

saw this as an opportunity to thoroughly study the perceptions and

impact of BL in AMAES particularly in this branch of AMA – ACLC

Antipolo. The topic solely talks about BL which is known to be forte of

this institution. And since the locale of the paper was reachable and

deemed to be within the field of the researchers: the researchers believe

that the flow of the research would be perfect as AMAES promotes BL.

17
Theoretical Framework

We decided to use the Grounded Theory Method because we concluded

that there are no existing theories to explain how social learning is

discussed in asynchronous, online course communities that occur.

Building theory using Grounded Theory relies on a systematic review of

empirical data, in order to shed light on what is going on in that situation.

The result is an evidence-based theory rather than developed from

existing conceptual councils. "This is an inductive method of theory

development. In order to make the theoretical sense of the vast diversity

of his data, the analyst is forced to develop ideas at a level of creativity

higher in conceptual abstraction than in material that has been analyzed.

He has been forced to bring underlying similarities and differences, and

to use more abstract concepts to account for data differences "(Glaser

and Strauss, 1967, p. 114).

18
 BLENDED

LEARNING

Social Cognitive Teaching

Presence Presence Presence

Implications

Performance of the Students

Fig 1.1 Theoretical Framework of the Study

Fig 1.1 presents in a diagram the supporting theories of Blended

Learning and its implications towards the performance and standing of a

student in the classroom. The prior paragraphs consist of the definitions

of each theory, all inspired by John Dewey’s Community of Inquiry

model.

As shown in the diagram, Blended Learning is inferred to be

supported by the Social Presence, Cognitive Presence and Teaching

Presence of both the facilitator of the class and his audience. By support,

the researchers believe that the proper deliverance of Blended Learning

that will later effect to the full success of is the Three theories suggested

by John Dewey in Community Inquiry Theory. In relation to the execution

and success of BL, the researchers conferred that the three theories

19
produces varying implications towards the Performance of the Students

in Schools—the idea of it being affirmative or its opposition is yet to be

tested.

20
Conceptual Framework

•Student's Profile
•Name
•Age
Input •Strand

• Survey
• Data Analysis
Process

• Full implementation of Blended

Learning
Output

Fig 1.2 The diagram of the flow of the research.

Figure 1.2 explains the process of approach in conducting the

probation of the study. While on the process of the study, the

researchers are expected to conduct a survey and analyze the data

thoroughly. This is expected to be gotten from the Accountancy,

Business and Management of AMA Computer Learning Center, their

answer towards the phenomena will help determine the outcome which

is expected to later lead to the Full Implementation of Blended Learning

in the School.

21
Statement of the Problem

This study aims to explore the underlying issues behind

the education system of AMA and how it affects the SHS student’s

performances specifically the academic track ABM and Tech-Voc track

ICT in AMA Computer Learning Center. The researchers intend to

determine what makes them learn and discover more by enumerating

and evaluating the advantages and disadvantages of the topic. The

questions aim to solicit the following answers from the respondents by

the end of the Research:

1. What is the respondent’s demographic profile?

2. Is Blended Learning effective to the Students of AMA Computer

Learning Center Antipolo?

3. Are there any strategies used by the students to cope up with

Blended Learning?

4. What are the perceptions of the students regarding Blended

Learning?

22
Objectives of the Study

On the duration of the research, the researchers aim to:

1. To evaluate the effectiveness of Online Education to the Students in

ACLC.

2. To find out the learning and coping strategies used by the Students

in ACLC.

3. To know the perceptions of each students as they met Blended

Learning upon enrolling to AMA.

23
Null Hypotheses

Ho: There are no underlying issues found behind the AMA

Education System: Blended Learning.

Ho: There is no significant relationship between Blended Learning

and the performance of the students.

Ho: Blended Learning do not exhibit any implication towards a

learner’s performance.

24
Scope and Delimitation

The study will utilize all the students from the Senior High School

Students of ACLC Antipolo. Out of the 13 sections in Senior High School,

only 30 students from the grade 12 students will be given the research

instrument prepared by the researchers by applying the random

sampling method. It is up to the respondent if he wants to remain

unanimous as long the necessary answers from the questionnaire has

been elicited.

25
Significance of the Study

The integrated vitality of the implications of the Blended Learning

towards the performance of the students multiplies its need to be known

by most people especially students who are undergoing this teaching

method and thereby gives the trial for an educator to make his class

more efficient with the simultaneous use of the OED and frontal teaching.

The study as a whole will be beneficial to the following:

Administrators. This research is expected to help administrators

make more useful catalysts for educating their patrons, more reliable

future plans for the online education and effective teaching strategies.

This will also help as a guide in setting up a new framework for future

learners regarding Blended Learning.

Future Researchers. This research is expected to help future

researchers who intend to use the context as their reference. This

context may also be considered the trigger for another same and more

profound study.

Students. This research is expected to help students in

acquainting them with the issues underlying Blended Learning.

Teachers. This research is expected to help teachers in

augmenting their skills on being an effective mentor while the students

learn from two teaching modes.

26
Definition of Terms

Academic performance - Is the extent to which a student, teacher or

institution has achieved their short or long-term educational goals.

Blended Learning. Blended Learning is the combination of online

education and traditional confrontational method used by a certain

institution for teaching.

Computer - a machine or device that performs processes, calculations

and operations based on instructions provided by a software or hardware

program.

Courses - Is a class you take in school to study a particular subject.

Face to Face. Face to face learning is the traditional method used by an

institution where a teacher frontally delivers a topic to his students.

Implications. The impact, result and its effect to a certain variable to

another variable.

Internet - A global computer network providing a variety of information

and communication facilities, consisting of interconnected networks

using standardized communication protocols.

Online education - Is defined as the creation and proliferation of the

personal computer, the globalization of ideas and other human acts, and

the use of technology in exchanging ideas and providing access to more

people.

Senior High School. Senior High School is the additional two years in

High School added by the Kto12 curriculum.

27
Schools/universities - An educational institution designed for

instruction, examination, or both, of students in many branches of

advanced learning, conferring degrees in various faculties, and often

embodying colleges and similar institutions.

Self-study - A way of learning about a subject that involves studying

alone at home, rather than in a classroom with a teacher.

Students - A person who is studying at a school or college

Subjects - A branch of knowledge studied or taught in a school, college,

or university.

Teachers - A person who teaches, especially in a school.

Technology - Is the application of tools, materials and knowledge to

solve problems and extend human capabilities.

Professors - A teacher of the highest rank in a college or university.

28
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides comprehensive and up-to-date write ups

and researches vital to the consideration of the copyright and

authenticity of the study. Furthermore, the literatures and studies that

are included in the study are all relevant to the subject of the problem

that serves as a backdrop for further ideas helpful to the researchers.

A. Literature

1. Foreign

Blended Learning, according to the article “Blended Learning

Becoming Standard” written by Justin Ferriman (2014), has now become

a standardized method of teaching which most countries in the world

have adapted to—this massive adaptation is caused by the increased

usage of computer devices which then led to the usage of this materials

as learning mediums. The conversion of the mere computer devices to

e-learning tools were deemed by the U.S Secretary of Education Arne

Duncan as the “new-normal” that puts an accent on schools doing more

with less. Though, schools begin to rethink about the resources and their

successful delivery, the main problem is the consistency. Moreover, the

careful planning and provision of the technology and support

infrastractures will always be the topmost consideration to the adaptation

of Blended Learning on institutions. The article conferred that as Blended

Learning have been adapted, it still does not neglect the efforts of the

29
students’ on their performances not only online but on the traditional

learning too.

Contrary to the idea of Justin Ferriman which infers that the

successful learning of a student relies solely on the technology, support

infrastractures and student’s traditional performance, Megan Murphy

(2016). wrote a very different perspective regarding the succesful

delivery of Blended Learning to students on his article “Teaching The

Teachers”. According to the teacher interviewed for the completion of

the article, there is too much content on Blended Learning that it

overwhelms the mentors. Furthermore, institutions that provide

professional education do not meet the expectations of the successful

delivery of this new teaching method. Thus, it is not only the students’

and resources’ fault but teachers may also be blamed to the breach of

the performance of the learners.

Due to these arguments, Michael Horn and Heather Staker

(2014) wrote a book guide entitled “Blended: Using Disrupted Innovation

to Improve Schools” that evaluated and provided a detailed information

about the strategy, design, and implementation of a successful blended

learning program. The book answered the “how-to” FAQs by the patrons

of Blended Learning. The book encloses a useful framework for the

implementation of blended learning, the benefits and risk mitigators of

online learning, and a guide to a more creative student-centered systems

that functions as a positive force across grade levels.

30
2. Local

The article “Blended Learning: Education Without Borders”

written by Ime Morales (2016), emphasized the idea of online education;

Blended learning is not a revolutionary idea. On the contrary, it is a return

to what is natural, a back-to-basics approach where the child’s natural

learning tendencies, interests and passions are respected as much as

the prescribed curriculum. It addresses the observed disadvantages

found in traditional schooling: too many students, too few mentors, lack

of focus and time for each child, difficulty in addressing individual needs

and development and the cookie-cutter teaching solutions that are failing

on so many levels.

Formoso (2014) mentioned in his article that the idea of Blended

Learning made Anant Argawal, CEO of edX; an online learning platform

developed by Harvard University and Massachusetts Institute of

Technology to spark the interest of the executives of Philippine Higher

Education to push OED to students with the interest of acquainting them

more and diminishing the poor-quality education that produces low-

quality education in return. Since the goal of Higher Education

Institutions towards the realization of an appropriate, responsive and

high-quality Philippine higher education” are: Creating higher quality

programs and improving faculty development, building linkages between

the academe and industry, rationalizing and developing research,

funding post-secondary education, governing Philippine education and

supporting the K to 12 reform, it is highly expected that the adaptation of

31
this teaching method will increase through the years since the

commissions for higher education held talks about this.

Due to the possible implementation of Blended Learning on many

higher education institutions in the Philippines, as what is mentioned on

the aforementioned article. It is expected that there will be shortages on

materials too, including the most essential one; teachers. On the article

“Preparing The Teachers For The Big Reform” written by Queena Chua

(2012), she implied that good teachers are essential on the

implementation of Kto12; this is far from the talks of Online Education

needing literate teachers. Contrary to foreign article by Ferriman, she

inferred a very different perspective—online education are equivalent to

teachers, they represent the traditional teachers in classrooms in the

forms of computers.

32
B. Studies

1. Foreign

In a study conducted by Reem A. Alebaikan (2012) at Saudi

Higher Education, he explored the perceptions of the Saudi Female

lecturers and undergraduate students to learn from their experience and

become a participant in blended courses. This was recognized by the

ministry of Saudi Higher Education as a solution for the rapid growth of

student population. This study showed that the quality of learning and

teaching experience affects the students and lecturers. The objective of

this study is to identify the female undergraduate students and lecturers’

perception of the advantages. The researcher used qualitative method

to obtain rich descriptive data to facilitate the grow of this phenomena.

The research later concluded that Blended Learning made the Saudi

women still pursue their degrees despite their traditions and

personalities. Furthermore, the result of the study indicated that Blended

Learning has promising modalities that enhance student engagement

and learning.

In the study conducted by Jin Young Kim (2012) regarding the

inter-relational effects of the tradition and personality traits and blended

learning, he probed into the influence of personality types and situational

factors on public speaking. Also, it examined the effect of communication

apprehension on students’ academic achievement in a blended learning

environment. As Reem Abelaikan found out on his study that blended

learning was beneficial to the timid personality and tradition of the Saudi

33
women; this study implies that the Big Five personality traits indeed

affected the performance of the students but the indicator of his final

average was his rehearsal and attendance to the classes.

In the quasi-experimental study conducted by Nigel Smith (2013),

he stated that there were no problems in engaging to the old teaching

style despite the personality and traditions nor were there benefits in

Blended Learning towards the performance of the students, he indicated

that progressing was solely up to the learner’s coping styles. However,

differences emerged between the classes in their perceptions of

learning, connectedness, enjoyment and teacher support. Concerns

about the effects of technology- mediated instruction may be partly

allayed by these findings. While the displacement of the teacher from the

centre of the learning process may be uncomfortable for teachers, the

provision of a rich online learning environment may have positive

benefits for students (sciencedirect.com, 2013).

2. Local

A study conducted (2013) by Karen Diane Natera, a Filipino

student from an institution in Hongkong, talked about the lapses of the

government in achieving the vision of the educational reform in the

Philippines. The study argued that the introduction of technology and

blended learning programs in schools should go beyond addressing the

problem of classroom shortage and achievement test results. It

questioned the government's vision of educational reform and

recommended a change in its perception of the role of technology in

34
education. A change in vision, curriculum, assessments and work

practices were found to be essential elements that enable lasting

educational reform. The study recommended a review of the scheduling

scheme, the practice of team teaching and training on collaborative

technologies for both teachers and students. From the policy

perspective, a program framework, a blended learning curriculum and

evaluation standards for blended learning teachers were identified as

critical support mechanisms for successful program implementation

(books.google.com.ph, 2017).

In a study conducted by Ava Clare Marie O. Robles on Mindanao

State University (2012) can be found many presentations of instructional

strategies, on how to effectively integrate content, pedagogy and

technology to enhance the teaching and learning of education courses.

This provided the most effective and efficient learning experiences on

both teachers and learners with its practical applications against retailed

software which often burden many universities. Finally, some

implications on how to effectively blend pedagogy and technology, which

inevitably lead to significant enhancement of the curriculum, were also

discussed. In view of the findings and conclusion of the study, it is

recommended that blended learning be utilized by faculty members in

teaching education subjects. However, despite its importance, this

study's limitations are apparent. BL needs effective planning and

upgrading for educators to address critical issues such as establishing

appropriate assessments and rubrics. Equally important is the

35
technological expertise of both teachers and students. This innovation

recommends that teachers must learn.

In the study conducted by Aguinaldo (2013)—The researcher

implemented blended learning in an impoverished academic institution

using a Bricolage approach model. The study resulted to high

acceptability rate of e-learning usage despite of the socio-economic

profile of the student’s parents, unavailability of internet connection and

inadequacy of technological resources of Isabela State University San

Mateo Campus. This implies that blended learning can be implemented

successfully using the right blend of online learning and face-to-face

learning following the Bricolage approach model.

36
Synthesis

The overall collation of Chapter 2 supports the authenticity of the

topic reflective of the included previous but up-to-date resources utilized

by the researchers. It was answered in the Chapter 2 that the successful

implementation of the Blended Learning relies on the reforms of the

Government, the successful delivery is upon the teachers and the

achievement of this depends upon the student. On the first review, the

article given conferred that as Blended Learning have been adapted, it

still does not neglect the efforts of the students’ on their performances

not only online but on the traditional learning too. Therefore, Blended

Learning's continual use will solely depend upon its users. In contrary

another article published that institutions that provide professional

education do not meet the expectations of the successful delivery of this

new teaching method. This was all addressed in a book that published

which encloses a useful framework for the implementation of blended

learning, the benefits and risk mitigators of online learning, and a guide

to more creative student-centered systems that functions as a positive

force across grade levels. On the other hand, all the given articles

conferred the same perceptions which are the contrast and support to

each variable on the national sources. There were different studies

conducted regarding blended learning, all gave different yet relevant

outcomes which were tackled in the wholeness of the Chapter 2.

37
 CHAPTER 3

METHODOLOGY AND PROCEDURES

As indicated in the title, this chapter explains the system of

approach of the researchers towards the phenomena of the study.

Moreover, this chapter precisely outlines the research method, locale of

the study, respondents of the study, the testing hypothesis, research

instruments and its validation, the data collection procedure and the

statistical treatment of the project.

38
Research Method

In order to satisfy the objectives of the research, the researchers

utilized the Descriptive Quantitative method to test the hypotheses

essential to the final output of the results. Quantitative methods aims to

describe the situations through statistical testings to come out for an

answer. The usage of this method in the study is essential since the

objectives aims to test the implications of the phenomenon being studied

(Blended Learning) towards the population (Students in ACLC Antipolo).

39
Research Locale

The participants that will be utilized in the study are located in

AMA Computer Learning Center, situated in 4/F Femar Bldg. M.L

Quezon St. Brgy. San Roque, Antipolo City 1870 Philippines—the

branch of AMAES directed by Rommel Someros who was previously a

product engineer of an analog device company. The institution was

integrated upon a business intuition. As of now, the school is pacing

towards a quota of producing 600 Senior High Graduates and 300 Basic

Education students. The school offers Kto12 curriculum from all levels,

specializing in Senior High School tracks:, ABM and Technical

Vocational Courses-ICT.

Participants for the study will be located at the AMA Computer Learning

Center, located at 4 / F Femar Bldg. M.L Quezon St. Brgy. San Roque,

Antipolo City 1870 Philippines - the AMAES branch led by Rommel

Someros who was previously a product engineer of an analog device

company. The institution is integrated into a business intuition. Today,

the school is stepping toward a quota of producing 600 Senior High

Graduates and 300 Primary Education students. The school offers Kto12

curriculum from all levels, specializing in the tracks of Senior High

School:, ABM and ICT Technology.

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Research Respondents

The random sampling method will be used to generate the

research sample under discussion, this sampling technique was chosen

because the selected members have the relationships and expertise of

the study subject. The respondents included in this example are ABM

and ICT students enrolled in ACLC Antipolo who are said to have

knowledge of Blended Learning. We conduct survey questions of each

of the population, determining the appropriate sample frame of study that

will provide the expected result - study output, through the research

instrument to be used.

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Research Instrument

The process outlined in the conceptual framework indicated that

the methodology to be used in data collection was by conducting a

survey with the respondents of the study. As far as the research

instrument is concerned, conducting the survey involved the use of a

questionnaire consisting of 10 objective and research questions

(indicated in the Statement of Problem). The instrument questions will

guide researchers toward the fulfillment of goals that will eventually

result in the output of what will be reviewed in Chapter 4.

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Validation

Prior to the actual validation of this research, the study topic was

reviewed by the class facilitator, Mrs. Minda Carritero. The class

centered on the discussion of the research paper and the papers were

reviewed by trial-and-error per session, each chapter was discussed by

the facilitator and the paper was constructed by the students afterwards.

Mistakes were corrected thereafter. As for the research instrument, the

questions generated are in line with the research questions from the

problem statement to satisfy the objectives of the study.

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Data Gathering Procedure

The process in the systematic approach of the study is indicated

as administering a survey to the respondents, the responses will be

reviewed later and arranged in the continuation chapter. The survey

questionnaire will be personally provided by the researchers through a

lead researcher visit, shared survey done (previous) and they will be

answered in a 5 minute length. It is expected to take 5 minutes time to

get the right answers from the respondents, it will also get quick and

inappropriate responses from the students. The answers will be

tabulated and presented in Chapter 4.

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