"Effects of Blended Learning Approach to the Students’
Performance in Osmeña Colleges, Teacher
of Education Department"
A Research Proposal in Research in Mathematics
The Researchers:
Almodal, John Miguel L.
Dela Cruz, Jeremias L.
Labini, Norene C.
Orebia, Maureen S.
Bartolay, Maria Dolores T.
Title of Research Proposal :
"Effects of Blended Learning Approach to the Students’ Performance
in Osmeña Colleges, Teacher of Education Department"
Author
Almodal, John Miguel L.
Dela Cruz, Jeremias L.
Labini, Norene C.
Orebia, Maureen S.
Bartolay, Maria Dolores T.
I. Research Questions/Statement of the Problem
A. The Main Research Problem/s
The study seeks to find out the effects of blended learning approach to the students’ performance
in Osmeña Colleges, Teacher Education Department.
B. Sub-Problem/s
1. What is the profile of the respondents as to:
1.1. Gender
1.2. Age
1.3. Course and Year level
2. Is there a statistically significant change on the academic performance of the respondents
between blended learning and face-to-face learning?
3. What measures may be proposed to improve the academic performance of the respondents
during blended learning?
II. Scientific/ Theoretical Background of the Study
The researchers’ theory on this study that the performance of a student is greatly affected
by many factors and circumstances brought by the change of method of teaching through
blended learning which affects the student’s motivation on achieving an academic goal.
Blended learning has been shown to have a significant positive impact on students’
academic understanding (Lozano-Lozano et al., 2020; Fazal & Bryant, 2019; Camahalan &
Ruley, 2014; Kazu & Demirkol, 2014; Chang et al., 2014). In a study of blended learning’s
impact on high school students’ writing, it was shown the majority of students were proficient
with the writing concepts after engaging in blended learning instruction in comparison to the
students who received traditional forms of instruction (Camahalan & Ruley, 2014, p. 6). In
another study that analyzed the impact of blended learning on 6th grade math students’
standardized test scores, it was shown that students who were in the blended learning math class
had an increased mean growth on their MAP scores from fall to spring. Students in the control
group only had a lower mean growth on the same standardized assessment. Another study led by
a Turkish team of researchers found that the test group and the control group of 12th grade math
students under study all scored similarly on the pre-test; however, concerning the post-test, the
test group, who received math content using blended learning methods, scored higher on average
than the control group who did not receive blended learning instruction (Kazu & Demirkol,
2014, p. 83). These studies show that blended learning has been shown to directly correlate to
increased student understanding in middle and high school settings.
This increase in student understanding, when compared to students’ understanding under
a traditional model of teaching, has been attributed to a variety of factors per a study completed
by Pierce in 2017. The first factor towards student success is that under a blended learning
approach, there is a thoughtful purpose attributed to each learning activity, and when the learning
objectives of a lesson are clear, student learning is increased (Pierce, 2017, p. 1). Teachers also
have more clarity with and a better grasp of what they are teaching when each activity is
designed purposefully. When teachers have a good handle on what they are teaching, they are
better able to assess what students do and do not know and how to proceed with that valuable
knowledge in ways that will assist students (Pierce, 2017, p. 1-2). 14
Another factor that Pierce’s study shares regarding the success of blended learning
towards students’ academic achievement is attributed to the differentiated nature of the activities
students participate in, especially in a station rotation model (2017, p. 2). Since students are no
longer subjected to the traditional one-size fits all approach commonly found with direct
instruction, teachers are given more flexibility with their plans to understand and meet the needs
of all students and students are, most frequently, able to move through class at an autonomous
pace rather than sitting and listening to the same lecture and completing the same activity as
other students.
In Cherry’s 2010 study concerning online learning’s impact on high school classrooms, it
was noted that students are much more active participants in their education under a blended
learning model (2010, p. 210). Blended learning is formatted in such a way that students are
physically moving more frequently to different stations to complete certain activities and are
more engaged whether in thought, speech, or action in the learning at hand when compared to a
traditional learning environment (Camahalan & Ruley, 2014, p. 6). Active learning of this nature
has been associated with increased student scores (Camahalan & Ruley, 2014, p. 6).
Learner characteristics/ background and blended learning effectiveness
Studies indicate that student characteristics such as gender play significant roles in
academic achievement (Oxford Group, 2013), but no study examines performance of male and
female as an important factor in blended learning effectiveness. It has again been noted that the
success of e- and blended learning is highly dependent on experience in internet and computer
applications (Picciano & Seaman, 2007). Rigorous discovery of such competences can finally
lead to a confirmation of high possibilities of establishing blended learning. Research agrees that
the success of e-learning and blended learning can largely depend on students as well as teachers
gaining confidence and capability to participate in blended learning (Hadad, 2007). Shraim and
Khlaif (2010) note in their research that 75% of students and 72% of teachers were lacking in
skills to utilize ICT based learning components due to insufficient skills and experience in
computer and internet applications and this may lead to failure in e-learning and blended
learning. It is therefore pertinent that since the use of blended learning applies high usage of
computers, computer competence is necessary (Abubakar & Adetimirin, 2015) to avoid failure in
applying technology in education for learning effectiveness. Rovai, (2003) noted that learners’
computer literacy and time management are crucial in distance learning contexts and concluded
that such factors are meaningful in online classes. This is supported by Selim (2007) that learners
need to possess time management skills and computer skills necessary for effectiveness in e-
learning and blended learning. Self-regulatory skills of time management lead to better
performance and learners’ ability to structure the physical learning environment leads to
efficiency in e-learning and blended learning environments. Learners need to seek helpful
assistance from peers and teachers through chats, email and face-to-face meetings for
effectiveness (Lynch & Dembo, 2004). Factors such as learners’ hours of employment and
family responsibilities are known to impede learners’ process of learning, blended learning
inclusive (Cohen, Stage, Hammack, & Marcus, 2012). It was also noted that a common factor in
failure and learner drop-out is the time conflict which is compounded by issues of family,
employment status as well as management support (Packham, Jones, Miller, & Thomas, 2004).
A study by Thompson (2004) shows that work, family, insufficient time and study load made
learners withdraw from online courses.
III. Knowledge Gap to be filled
No study has been conducted yet in Osmeña Colleges, Teacher of Education Department that
deals with the effects of blended learning approach to the students.
A. Research Design
The study is a qualitative research that will use descriptive design. Data will be gathered through
survey questionnaires and will be analyzed, summarized interpreted and presented with the use
of pie chart and bar graphs.
B. Respondents and Sampling
The respondents of the study are the College of Teacher Education Students of Osmeña
Colleges. The study will accommodate 150 respondents who will be randomly selected from any
year level in College of Teacher Education Department to avoid biases.
Osmeña Colleges is located at Osmeña St., Masbate City. The school offers more than 5 courses
with the 4 departments, the CTE (College of Teacher Education) CJE (Criminal Justice
Education), the CABA (College of Arts, Business and Accountancy), the HRM (Hotel and
Restaurant Management) and the IT (Information and technology). The target of our study is the
students of college of teacher education only of Osmeña Colleges.
Masbate City is composed of 30 barangays. It has an estimated population of 95,389. It has many
schools that offers tertiary education, the Liceo Masbate, Masbate Colleges, the Southern Bicol
Colleges and the Osmeña Colleges.
C. Data Gathering Instrument
The study will use survey questionnaires with 10 questions concerning the effects of blended
learning approach to the students of Osmeña Colleges, College of Teacher Education. The
questionnaire will ask respondents' personal profile and the researchers will assure the
confidentiality of the information they've given.
In presenting the data gathered, the study will use pie chart and bar graph.
Pie charts is a circular statistical graphic, which is divided into slices to illustrate numerical
proportion. In a pie chart, the arc length of each slice, is proportional to the quantity it represents.
Bar graph a bar chart or bar graph is a chart or graph that presents categorical data with
rectangular bars with heights or lengths proportional to the values that they represent. The bars
can be plotted vertically or horizontally. A vertical bar chart is sometimes called a column chart.
The result of the study will clearly presented because this two instruments will give a direct
insights to the result of the whole study. The data gathered will easily interpreted and analyzed.
V. References (Cite at least 5)
[Link]
Claire Cole – Blended Learning’s Impact on Student Performance and Engagement in a Middle
School Language Arts Classroom (An Action Research by Northwestern College)
