SAINT JOSEPH ACADEMY

of San Jose, Batangas, Incorporated

Senior High School Department
INQUIRIES, INVESTIGATIONS & IMMERSION

The Effects of Paradigm Shift to Blended Learning on the Research Skills

of HUMSS Senior High School Learners

A Research Paper
Presented to the Faculty of Saint Joseph Academy
of San Jose, Batangas, Incorporated

in Partial Fulfillment of the Requirements in

Inquiries, Investigations and Immersion

By:

Aguila, Jomay Alexandra A.

Atienza, Wynona U.
Caguimbal, Kyra L.
Clerigo, Abegail Marie R.
Cometa, Marlene B.
Dionco, Kristine F.
Hernandez, Lhyka A.
Leynes, Maryjoy G.
Leynes, Maybeline G.
Persia, Janssen Miko M.
Pineda, Mark Angelo U.

April 2021

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ABSTRACT

The importance of writing a research paper is frequently ignored by many students. The
new education system is having the K-12 Curriculum, where academic writing is a vital part of
the continuous summative assessments in most academic courses in Senior High School.
Today, blended learning is implemented where it aims to solve a series of tasks connected with
the necessity of raising education quality. This analyzes the didactic capacity of blended
learning as a means to implement the effective transition from a traditional learning model to an
integrated one. Blended learning combines the synchronous and asynchronous setting of
learning to help learners meet their own educational goals and objectives more effectively than
learning in traditional environments.
The researchers conducted this study to determine the effects of a paradigm shift to
blended learning on the research skills of HUMSS learners and give the possible solutions to
strengthen their research skills during a sudden paradigm shift of blended learning. The
researchers utilized descriptive research design and method in the collection of data to
determine and report the way things are. It covered the responses of current HUMSS Senior
High School learners of Saint Joseph Academy of San Jose, Batangas, Incorporated with a
total of 113 respondents and it delimited the perception of HUMSS Senior High School learners
from other schools.

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APPROVAL SHEET

The research entitled “The Effects of Paradigm Shift to Blended Learning on the
Research Skills of HUMSS Senior High School Learners” prepared and submitted by
Aguila, Jomay Alexandra A., Atienza, Wynona U., Caguimbal, Kyra L., Clerigo, Abegail Marie
R., Cometa, Marlene B., Dionco, Kristine F., Hernandez, Lhyka A., Leynes, Maryjoy G.,
Leynes, Maybeline G., Persia, Janssen Miko M. and Pineda, Mark Angelo U., in partial
fulfillment of the requirements for the strand Humanities and Social Sciences, has been
examined and hereby recommended for approval and acceptance.

Mr. Reynaldo Patron Perez

Subject Teacher
Inquiries, Investigations & Immersion

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ACKNOWLEDGEMENT

The researchers gave it their all and they had a good mindset in order for the research
to be released successfully. They looked into the study "The Effects of Paradigm Shift to
Blended Learning on the Research Skills of HUMSS Senior High School Learners" and based
their findings on reliable sources. They are extremely thankful and honored to be able to
express their gratitude to the following individuals:

Ms. Anais Geronimo, their thesis adviser, for her unconditional support, encouragement
and assistance from the very start until the end and her willingness to correct errors in
grammars and rephrasing some phrases for the better improvement of the construction of
sentences.

To our research teacher, Mr. Reynaldo P. Perez, for the valuable insights and sharing
his expertise to make this study successful and for demonstrating excellent teaching and
expanding our understanding of this subject.

We appreciate the time and commitment put in by our survey respondents and all
members of the group who took some time away from their online classes and other
responsibilities to help us with this research work.

To our families, colleagues and classmates for their support and encouragement during
the study process, especially to our parents for their unshakable help in overcoming various
issues related to financial and psychological deterioration.
Above all, grace and honor be to the Lord Jesus Christ for His presence and
illumination in the creation of this research.

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DEDICATION

This thesis is about hard graft, compromises, persistence and tenacity; it would not
have been possible without the numerous people who supported us in achieving one major
milestone in our studies at Saint Joseph Academy of San Jose, Batangas, Incorporated. First
and foremost, we'd like to express our gratitude to a few individuals who have had a major
influence on our research. They were the ones who conveyed their experience with us as we
conducted a more in-depth investigation.

We pledge this first and foremost to our parents: Mr. Jose H. Aguila, Mrs. Zosima A.
Aguila, Mr. Nestor Morales Atienza, Mrs. Marilyn Umali Atienza, Mr. Erwin S. Caguimbal, Mrs.
Marinet M. Lagran, Mr. Gilbert T. Clerigo, Mrs. Elizabeth R. Clerigo, Mr. Marcial H. Cometa,
Mrs. Myleen B. Cometa, Mr. Renato V. Dionco, Mrs. Miriam L. Ferrer, Mr. Lopito M.
Hernandez, Mrs. Kathryn A. Hernandez, Mr. Jerry A. Leynes, Mrs. Jean G. Leynes, Mr. Roman
De Guzman Persia, Mrs. Heidi Chavez Matala, Mr. Jesus D. Pineda and [Link] U.
Pineda; beyond your unconditional love and caring for us, none of this might be feasible.

To our thesis adviser, validator and grammarian, Ms. Anais Geronimo, thank you for
finding time to check our paper works despite your busy schedules and for providing insightful
discussions and suggestions in the preparation and completion of the study. To our research
teacher, Mr. Reynaldo Perez, for his excellence to ensure the success of this study, as well as
bits of advice and inspiring thoughts for our research journey. To our former math teacher
during Junior High School, Mrs. Juliet A. Orbista, You trained us how to be good students, and
we will use those experiences in all of our future lessons. We respect you as a teacher and a
second mother as well as a good and wise person.

We also dedicate this to our colleagues, who have always been helpful and optimistic in
our pursuit of our objective, and who have been there for us while we were tired from working
as a group. This is dedicated to all of the comrades who shared their specific experiences and
ideas about how and what to do to better our studies. Thank you for expressing your insights
on the more difficult aspects of the study. We all know how busy we are, but others devote their

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time to support and aid our fellow colleagues with the pieces that they find challenging. Thank
you for assuaging our anxiety on the day of our mock and thesis defenses.

Last but not least, without our Almighty God, none of this will be possible; we devote
this achievement to Your loving name, and we thank You for giving Your mercy as we
encounter too many difficulties and barriers. We are mindful that everything is done in
compliance with Your wants. Restless nights and busy hours have ended. We owe You a lot,
Oh God. We owe you a debt of gratitude.

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TABLE OF CONTENTS

ABSTRACT 1
APPROVAL SHEET 2
ACKNOWLEDGEMENT 3
DEDICATION 4
LIST OF TABLES 7
LIST OF FIGURES 8

CHAPTER 1 - BACKGROUND OF THE STUDY

Introduction 9
Statement of the Problem 11
Purpose of the Study 11
Scope, Limitation and Delimitation 12
Significance of the Study 12
Definition of Terms 13

CHAPTER 2 - REVIEW OF RELATED LITERATURE

Conceptual Literature 14
Research Literature 16
Synthesis 18
Conceptual Framework 19
Conceptual Paradigm 20

CHAPTER 3 - METHODOLOGY
Restated Purpose and Research Questions 21
Research Design 22
Population and Sampling 22
Procedures and Time Frame 23
Analysis Plan 24
Instrumentation and Data 24
Scoring of Responses 25

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Statistical Treatment of Data 26

Research Assumptions 27

CHAPTER 4 - PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Demographic Profile of the Respondents 28
Effects of a Paradigm Shift to Blended Learning on the
Respondents’ Research Skills 29
Level of Readiness of the Respondents 41
Possible Recommendations 49

CHAPTER 5 - RESEARCH FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary 52
Findings 52
Conclusions 56
Recommendations 57

APPENDICES
References 59
Survey Letter and Questionnaire 62
Survey Results 75
Curriculum Vitae 92
Documentation and Photos 104

LIST OF TABLES

Table 1. Procedures and Time Frame 23

Table 2. Scoring of Responses 26
Table 3.1. Profile of SHS Respondents in Terms of Gender 28
Table 3.2. Profile of SHS Respondents in Terms of Grade Level 29
Table 4.1 Effects of Paradigm Shift to Blended Learning on the
Research Skills of the Respondents in Terms of Research Planning 29
Table 4.2 Effects of Paradigm Shift to Blended Learning on the

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Research Skills of the Respondents in Terms of Data Gathering 32

Table 4.3 . Effects of Paradigm Shift to Blended Learning on the
Research Skills of the Respondents in Terms of Plagiarism and
Information Source Evaluation 34
Table 4.4 Effects of Paradigm Shift to Blended Learning on the
Research Skills of the Respondents in Terms of Research Questioning
Strategies 36
Table 4.5 Effects of Paradigm Shift to Blended Learning on the
Research Skills of the Respondents in Terms of Analysis and
Interpretation 39
Table 5.1 Level of Readiness of the Respondents in Terms of
Availability of Technological Devices 41
Table 5.2 Level of Readiness of the Respondents in Terms of
Use of Online Platforms 43
Table 5.3 Level of Readiness of the Respondents in Terms of
Good Internet Connectivity 45
Table 5.4 Level of Readiness of the Respondents in Terms
of Personal Well-Being 47
Table 6. Recommendations to Strengthen the Research Skills 49

LIST OF FIGURE
Figure 1. Conceptual Paradigm 20

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CHAPTER I
BACKGROUND OF THE STUDY

Introduction
The importance of writing a research paper is frequently ignored by many students.
They take it as pressure. They may not realize that it is an incentive to understand skills that
will be vital to any future career plans they might have, especially now that a productive
research culture that can work with the newest trends in education is needed in the global
context. Yet, research as a field is undervalued in the Philippines according to former Senator
Bam Aquino (2016), as the Committee Chairman on Science and Technology during the
discussion on the proposed Magna Carta for Scientists. In the K to 12 Curriculum, academic
writing is now a vital part of the continuous summative assessments in most academic courses
in Senior High School. The students are required to present write-ups of the scientific inquiry
process, draft experiments, business concepts, marketing ideas, essays on current social
issues, critique papers, project plans, livelihood projects and other such summative
assessments.
More so, transparent in the Curriculum Guide for Senior High School is the inclusion of
the subjects Practical Research 1 (Qualitative Research), Practical Research 2 (Quantitative
Research) and Inquiries, Investigations and Immersion that require Senior High School
students to master research writing and that Senior High School teachers are indebted to
discuss it more creatively and interestingly. But immediately after the opening of classes,
teachers will often remember that as they begin teaching the rigors of study paper writing, the
previously thrill-filled classroom is painted with frustration, passivity and loss of enthusiasm and
inspiration. Often, Senior High School students are not optimistic and unsettled when offered a
research writing subject.
To give more emphasis, specified in the DepEd Memo No. 39, series 2016, the
Department of Education adopts the enclosed Basic Education Research Agenda which
provides guidance to DepEd and its stakeholders in the conduct of education research and in
the utilization of research results for planning, policy and program development. In relation to
that, Cruz (2013) believed that no student will be accepted to college beginning in 2018 without
meeting the College Readiness Requirements (CRS). For example, the CRS specifies that
incoming freshmen should already be able to "write a research paper of at least 1,000 words in

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English, with proper documentation of all sources that show critical thinking about a
contemporary problem". The bar for Senior High School graduates is explicitly elevated by
these two criteria. Without needing to think about their ability, they should be able to tackle
college-level courses.
Dalisay (2011) further inferred that it must be a good idea, to begin with, what is
inescapable. That in the Philippine education, there is no escaping class, not for any writer, not
for any kind of writing and in that sense, it could be a trope, that the one thing that one cannot
ignore is the task of research writing, especially in English.
Gallagher (2016) emphasizes acknowledging the importance of writing. Trends have
adopted new standards to advance students’ writing skills; however, most students are not
experiencing instruction that aligns with those standards. As the new standards require a new
way of teaching, identifying supports to help teachers make substantial shifts in writing
instruction is imperative.
The National Council of Teachers of English (2017) believes that there is a strong
connection between teaching and research as the latter may influence teaching itself but it may
be true that it is taken for granted. To cite, the teacher and the way he or she teaches are
matters that affect the academic writing itself, that methodologies and strategies are vital
aspects of teaching and learning research paper writing.
It is argued that fun writing tasks can help learners experiment with language in a “safe”
way that is not subject to grading or evaluation. This implies that cultivating students’ interest
and enhancing their ability in writing research can be dependable on how teachers create a
classroom atmosphere (Russel, 2008).
Uberman (2008) also suggests that materials developers and language practitioners
agree that games are not simply time-filling activities but tasks that have immense educational
value. This, then, is the keynote that propels teachers to become more creative and more
effective.
The main objective of the study is to contribute to an understanding of the value of
blended learning within the scope of the new paradigm in higher education. The researchers
consider blended learning as a unique approach that aims to solve a series of tasks connected
with the necessity of raising education quality. The article analyzes the didactic capacity of
blended learning as the means to implement the effective transition from a traditional learning
model to an integrated one where electronic environments and resources are widely used.

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The researchers conducted this study to determine the effects of a paradigm shift to
blended learning on the research skills of HUMSS Senior High School learners and what are
the ways that can be proposed to help the learners to strengthen the research skills of HUMSS
Senior High School learners during blended learning.

Statement of the Problem

This research study aims to determine the effects of a paradigm shift to blended
learning on the research skills of HUMSS Senior High School learners of Saint Joseph
Academy.
Specifically, this study seeks to answer the following questions:

1. What are the effects of a paradigm shift to blended learning on the research skills of the
respondents in terms of:
1.1 research planning;
1.2 data gathering;
1.3 plagiarism and information source evaluation;
1.4 research questioning strategies; and
1.5 analysis and interpretation?

2. What is the level of readiness of the respondents in terms of:

2.1 availability of technological devices;
2.2 use of online platforms (i.e. Google or Microsoft apps);
2.3 good internet connectivity; and
2.4 personal well-being?

3. Based on the results, what are the feasible recommendations for the strengthening of
research skills of HUMSS Senior High School learners during blended learning?

Purpose of the Study

The purpose of the study is to determine the effects of a paradigm shift to blended
learning on the research skills of HUMSS Senior High School learners. Other aims of the study
are the following:

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 To know the level of readiness of the respondents in terms of:

1. availability of technological devices;
2. use of online platforms (i.e. Google or Microsoft apps);
3. good internet connectivity; and
4. personal well-being; and
 To determine the feasible recommendations for the strengthening of research skills of
HUMSS Senior High School learners during blended learning.

Scope, Limitation and Delimitation

The focus of this study is to deal with the effects of a paradigm shift to blended learning
on the research skills of HUMSS Senior High School students and will be conducted at Saint
Joseph Academy. It covered the responses of current HUMSS Senior High School learners of
Saint Joseph Academy of San Jose, Batangas, Incorporated. It is conducted during the 2nd
semester of S.Y. 2020-2021.
It was delimited by time constraints and lack of previous local studies because of its
novelty. Data used only catered to the respondents and do not generalize the perception of
other Senior High School learners from other schools.

Significance of the Study

This study aims to determine the effects of a paradigm shift to blended learning on the
research skills of HUMSS Senior High School learners. The result of this study will be
beneficial to the following:
Teachers. This study will help them to make the learners more engaged in making a research
paper and to help them strengthen their research skills.
HUMSS Researchers and Senior High School Learners. This study will help them to know
the effect of the paradigm shift of blended learning on their research skills.
Parents. This study will help them to draw attention and know the necessities needed by their
children, to understand the changing roles of technology and to make an effort to stay informed
about educational technology.
Principal. This study will provide guidelines to easily understand and make improvements to
their learning management system.

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Future Researchers. This study can be helpful to them because this will serve as their basis
and reference if they will aspire to have a similar study which can help them to pursue it.

Definition of Terms
The researchers defined the following terms conceptually to have a better
understanding of the study.
Blended Learning. Garrison and Kanuka (2004) define blended learning as the thoughtful
integration of classroom face-to-face learning experiences with online learning experiences. In
this study, blended learning has a unique approach that aims to solve a series of tasks
connected with the necessity of raising education quality.
HUMSS. HUMSS strand practices analytical skills in order to become a successful student and
employee, helps us in opening up debates that helps us imagine alternative futures, improves
oral and written communication skills, develops global perspective by studying cultures
throughout the world and deepens understanding and appreciation of other's cultures and point
of views (Rosalia, 2016). In this study, the strand HUMSS is the classification of learners
affected by the paradigm shift on blended learning at Saint Joseph Academy of San Jose
Batangas, Incorporated.
Paradigm Shift. It is a difficult process, because educational change of any significance
involves changes in organizational structures, communications, resource allocation, practices
and beliefs and attitudes (Avenstrup, 2007). In this study, it is a major change in the concepts
and practices of how something works or is accomplished in the research skills of HUMSS
learners.
Research. It is a systematic and objective activity to find the truth that involves solving or
answering a problem (Siswono, 2010). In this study, research is one of the primary concerns
for every Senior High School graduate to be accepted into college.
Research Skill. It represents a set of abilities related to conducting research, including the
strategies and instruments to access and evaluate information which consists of observing,
formulating research questions, building a hypothesis, conducting experiments, analyzing dat,
and drawing a conclusion (Waris, 2009). In this study, research skill is a capacity of a learner
on how they propose or finish a research study.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter shows some related literature and researches which have significant
details and necessary information that will help to better understand the study. This will offer
broader knowledge with relevance to the current study.

Conceptual Literature

In the Philippines alone, a great deal of research has spurred the interest of many to
conduct investigations. Findings of these studies have shown that Filipino students employ
rhetorical conventions despite the influence of foreign language. One may, therefore, argue
that Filipino writers do not completely adhere to the traditional models of writing. These
peculiarities of writing are said to be shaped by exposure to language according to Magistro
(2007). The findings of these studies indicate that despite the influence of a second language,
Filipino students utilize linguistic conventions. As a result, one might argue that Filipino writing
does not strictly adhere to conventional writing styles.

In addition, according to Manuel (2018), a senior high school student in the Philippines
needs to undertake a collective research project in this study, mutual engagement is essential
to the process of high school research. In this report, a senior high school student must
execute a collaborative research project; shared development is important to the high school
research process.

Bernardo (2010) in his study entitled “Creative Ways in Teaching Research” stated that
research writing is one macro skill that is complicated to learn and to cultivate. Many students
may regard it as painstaking and dull. However, teachers have the power to create an
enjoyable writing environment where students will learn how to value the art of composition and
enjoy the learning of the fine points of the writing process at the same time. It is always true,
then, that a difficult and mind-numbing course may not be taught the difficult and boring way.
Another macro ability that is difficult to learn and develop is research writing. Teachers can
foster a positive writing climate. It is possible that a challenging and mind-numbing course
would not have been administered in this difficult and dull style.

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As identified by Pravikoff, Tanner and Pierce (2005), educators need to generate a

perception that research is useful, rewarding, fun and worthwhile through innovative and
interactive strategies to align with requirements for the 21st century. This, then, confirms that
research is a skill that requires a foundation of knowledge and its applicability to practice or
'real life' is essential to the students of humanities. Educators must instill in students the belief
that study is beneficial, satisfying, enjoyable and worthwhile. Research is a competence that
necessitates a base of understanding as well as its practical application.

As schools across the globe grapple with a health crisis, an unprecedented number of
students, families and faculty have been disrupted. As of March 17, 2020, 102 countries have
closed schools nationwide, impacting nearly 900 million children and youth, according to
UNESCO. With the hour-by-hour changes in response to the global health crisis, universities
across the globe are making drastic changes in a very short period of time, shifting traditional
face-to-face course content to online content, seemingly overnight. This is a paradigm shift that
will potentially shape the future trajectory of campus life. (Broz, 2020)

The Department of Education in the Philippines implemented the Enhanced Basic

Education Curriculum in 2013 which led to the creation of the Senior High School Program
(Estonanto, 2017). Education plays an important role in the lives of students and society. In the
blended learning model, face-to-face classroom learning and internet-based online learning are
integrated into educationally meaningful ways (Stain and Graham, 2014). Writing encompasses
procedure in order to have quality output that conveys the audience to become interested and
much more, for the student to follow the distinctive asset of being a writer (Valdez, P. M.,
2016). In writing, a student must be skillful and knowledgeable about the topic where he could
expound and express the things which he wanted to bring on in order to share insights.

In a meta-analytic study, Engelmann et al. (2016) provide an overview of the current

state of research on fostering scientific reasoning. Teaching scientific reasoning seems to
require the presence of at least some constructive activities. Structural support such as
scaffolding in the form of hints and prompts is important. Peer assessment and support for
critical reflection are also important.

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Carter et al. (2007) has explained that learning and teaching in the workplace are
student-centered, with activities that are relevant to what students are doing. Before
commencing graduate school, students who had published research projects as undergraduate
placements acquired research skills earlier in their science careers. It means that students are
at the cornerstone of studying and training in the classroom, with activities that are important to
what they are doing.

According to T. Lillis and M.J. Curry (2010), research writing as a subset of academic
literacies, is rarely acknowledged in official reports or higher degree research skills guidelines
or discussions when it is often subsumed under general communication skills. Academic
literacies are not commonly addressed in post-graduate education and where they are taught,
this is often done outside disciplinary settings, for example, by central units. T. Lillis and M.J.
Curry explained that authorized publications and higher degree study skills and standards
seldom recognize research writing as a branch of scholarly literacies. Academic approaches to
teaching are seldom discussed in post-secondary education.

Research Literature

Previous research has identified several deficits related to students’ research skills.
Although providing an extensive overview of these deficits is beyond the scope of this paper,
we briefly illustrate some findings, because they helped to guide the subsequent design
decisions. Learners seem to lack basic methodological knowledge to formulate and evaluate
evidence-based arguments, and they tend to make claims without justifications (Cavagnetto,
2010; Fischer et al., 2014; Sadler, 2004). A longitudinal study showed that many deficiencies
were associated with student research skills. Apprentices tend to lack sufficient methodological
skills to construct and test evidence-based claims.

In RISSC (Research In Social Sciences), the goal of the learning environment is to

support upper secondary school students’ research skills, relying on theoretical instructional
design principles. These learning tasks are available, related to each of the eight epistemic
activities and designed for students in a specific behavioral sciences context because (a) the
reliance of research skills on domain-specific knowledge has been emphasized several times
in research and (b) a majority of (intervention) studies on the support of research skills limits

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the focus to scientific disciplines almost exclusively situated in the field of natural sciences. As
a result, research into supporting research skills in the context of behavioral science is
particularly scarce. As a sub-track in general secondary education, the behavioral sciences
track aims to introduce students to the world of behavioral, social and cultural sciences and
aims to prepare students for higher education (Fischer et al., 2014; Engelmann et al., 2016;
Kirschner, 2017; Opitz et al., 2017; Ministerie van Onderwijs en Vorming, 2019).

One study by Sermeus et al. (2017) and Maddens et al. (2019) found many issues with
students' ability to plan, perform and review research in the literature on Flemish research skills
education in the behavioral sciences track. In general, these results show that students perform
poorly on testing skills assessments designed especially for the behavioral science field.

Academic and researcher identities, then, are demonstrated in how one speaks, reads,
writes, behaves and thinks about research, teaching and administration (Brew, Boud and
Namgung, 2011; Petersen, 2007). These demonstrations can be observed: in seminars,
conference presentations, lectures, tutorials and laboratory demonstrations; in reading
critically, and in what one chooses to read; in how one writes, for which audience and where it
is published; in how one gives and receives feedback on ideas in writing; in how one interacts
with and behaves towards peers, supervisors and other academics (that is, in terms of
collegiality and autonomy); in how one establishes and defends knowledge claims on what
questions are considered worth asking and the answers worth having; and in one’s relations to
inanimate objects, such as computers, books, library access cards, lab equipment, room keys
(Barnacle and Mewburn, 2010; Kamler and Thomson, 2006)

According to Lawrence et al. (2019), "Instead of a form-based conceptualization,

proposal writing instruction and research must emphasize the differences in the rhetorical
situations in which proposals are written to equip student writers and researchers with a wide
set of rhetorical tools for analyzing and understanding the writer's role, audience, resources,
limitations and intended proposal action in the development of a proposal". Therefore, rather
than just a sequence conceptualization, proposal writing guidance and research should
highlight the variations throughout the rhetorical situations wherein the proposals are
submitted.

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Distance learning is learning away from the institution. Students work with the learning
resource materials that can be paper-based, on videotape, available on broadcast TV, or
accessed online. As regards to online learning, it enables students to access information in an
inquiry-based model and enhances interaction with content for better understanding (Ramsden,
2003).

Furthermore, according to Brenton in Fry et al. (2015), the online medium now supports
a wide range of human interactions and creates conditions for engaging educational
experiences in previously impossible ways and pointed-out that online learning gives students
more flexibility in terms of when and where they learn.

Synthesis

These conceptual literature and related research studies gave the background about
the present study. It is done to make assessment for the improvement of the existing study.
This chapter also shows the similarities and differences of these literatures.

Bernardo has studied that research writing is one macro skill that is complicated to
learn and to cultivate and it draws similarly to the study of Pravikoff, Tanner and Pierce that
research is a skill that requires a foundation of knowledge and its applicability to practice or
'real life' is essential to the students of humanities.

Moreover, T. Lillis and M.J. Curry explained that authorized publications and higher
degree study skills and standards seldom recognize research writing as a branch of scholarly
literacies. Academic approaches to teaching are seldom discussed in post-secondary
education which may be connected to the study of Magistro that the peculiarities of writing are
said to be shaped by exposure to language.

On the other hand, Stain and Graham have explained that in the blended learning
model, face-to-face classroom learning and internet-based online learning are integrated into
educationally meaningful ways which draws similarly to the study of David G. Broz that shifting
traditional face-to-face course content to online content is a paradigm shift that will potentially
shape the future trajectory of campus life.

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Lawrence has explained that rather than just a sequence conceptualization, proposal
writing guidance and research should highlight the variations throughout the rhetorical
situations wherein the proposals are submitted.

Ramsden has studied that distance learning is learning away from the institution and as
regards to online learning, it enables students to access information in an inquiry-based model
and enhances interaction with content for better understanding and it draws similarly to the
study of Brenton in Fry that online learning gives students more flexibility in terms of when and
where they learn.

Generalizing all other studies, they draw similarities with the present study showing the
effects of paradigm shift to blended learning to the research skills of students.

Conceptual Framework

The primary objective of blended learning is to plan implementation for a learning model
that integrates student-centered and traditional in-class learning with other flexible learning
methodologies using web-based online especially collaborative approaches. Blended learning
is best defined as the “combination of face-to-face instruction as well as distance learning”
(Kazu and Demirkol, 2014).

Tselios, Daskalakis and Papadopoulou (2011) discussed the perceptions of their

students in a blended learning environment. They pointed-out that it is important to consider
their perceptions about the methodology both prior to and after working in the environment.

The focus of this study was undertaken using the following conceptual framework
shown in Figure 1 which has a three-part process: the input, the process and the output.

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Input Process Output

Effects of a
Paradigm Shift to
Blended Learning Data Gathering
on the Research Instrument: Conference or
Skills of HUMSS Online Survey Meeting
Senior High School Questionnaire
Learners Applications

Figure
Level1of Readiness
of the
Conceptual
Respondents

Figure 1:
Conceptual Paradigm of The Effects of Paradigm Shift to Blended Learning on the Research
Skills of HUMSS Senior High School Learners at Saint Joseph Academy for A.Y. 2020-2021

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CHAPTER III
METHODOLOGY

This chapter includes the research methodology of the study. In this part, the
researchers provide the detailed discussion of the restated purpose and research questions,
research design, population and sampling, procedures and time frame, analysis plan, the
construction, validity, reliability and administration of instrument and data, scoring of
responses, statistical treatment of data and research assumptions.

Restate Purpose and Research Questions

This research study aims to determine the effects of the paradigm shift to blended
learning on the research skills of HUMSS Senior High School learners of Saint Joseph
Academy.
Specifically, this study seeks to answer the following questions:

1. What are the effects of a paradigm shift to blended learning on the research skills of the
respondents in terms of:
1.1 research planning;
1.2 data gathering;
1.3 plagiarism and information source evaluation;
1.4 research questioning strategies; and
1.5 analysis and interpretation?

2. What is the level of readiness of the respondents in terms of:

2.1 availability of technological devices;
2.2 use of online platforms (i.e. Google or Microsoft apps);
2.3 good internet connectivity; and
2.4 personal well-being?
3. Based on the results, what are the feasible recommendations for the strengthening of
research skills of HUMSS Senior High School learners during blended learning?

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Research Design
The researchers used a descriptive research design. The researchers utilized the
descriptive method of research in the collection of data to make an accurate presentation of a
group due to the trait they possess. According to Boholano (2016), the descriptive method
determines and reports the way things are. The characteristics of this method were used as a
tool to determine the effects of the paradigm shift to blended learning on the research skills of
HUMSS Senior High School learners. This method is used to gather information or to answer
questions concerning the current status of the subject of the study.

Population and Sampling

This section first explains the estimation of the population total and mean. The
population of the study is composed of Senior High School learners in Saint Joseph Academy.
The community is composed of four sections from the HUMSS Senior High School Department
with a total of 158. But through stratified random sampling, 113 learners from these
departments will be the target respondents of the study. The formula used to arrive at the
number of samples is the Slovin’s formula.
The population has been divided into different strata and then the sampling followed.
According to Salkind (2010), stratified random sampling is a type of probability sampling that
allows researchers to improve precision relative to simple random sampling. Aside from that,
this has also been done through the use of simple random sampling. According to Thomas
(2020), a simple random sample is a random subset of a population. In this sampling method,
each member of the population has an exactly equal chance of being selected. One example
of this is the lottery sampling or fish-bowl technique. Based on the acquired ideas, it is said that
simple random sampling is a technique of giving the same opportunity to every individual in the
population that will represent the entire population through the usage of table of random
numbers and lottery or fish-bowl technique. This strategy is known as the best procedure.
The researchers chose HUMSS Senior High School learners as the respondents of this study
because this strand arguably serves as the brain of all strands, it will be accurate and relevant
to those who take-up this academic track. The researchers believe that study conducted will be
effective in a way that boosts and strengthens their research skills.

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Procedures and Time Frame

To attain the goal of the study, the researchers gathered the needed data through
online survey questionnaires (Google Forms) which had been validated online by the adviser,
research consultant and grammarian. There were few revisions made throughout the validation
process. Subsequently, the researchers accepted the revisions and started correcting the
errors. After the consultation was done correctly, the researchers received approval signed by
the adviser, research consultant, grammarian and school principal for the administration of the
questionnaire through an online survey questionnaire process. The researchers used Google
Classroom and Google Forms in making and administering online survey questionnaires for
their respondents. These tools and online applications were also used in gathering and
collecting data or the responses of the chosen respondents. All in all, data gathering includes
choosing sampling methods, constructing instruments, revision and validation of the research
questionnaire, as well as administering an online survey and further gathering the data or
responses of the respondents which took several weeks.

Table 1. Procedures and Time Frame

Activities Day(s)

Brainstorming and Formulation of Research Topic 4 days

Preparing the Statement of the Problem 3 days

Drafting, Checking and Revision of Questionnaire and Validation Letter 5 days

Getting the Approval of the Validator 2 days

Transfer of Questionnaire to Google Form 1 day

Getting the Population and SJA Accounts of Learners of Saint Joseph Academy 5 days

Computation for the Sample to be used in the Research 1 day

Adding the Respondents to the Researchers’ Google Classroom 2 days

Conducting Online Survey 14 days

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Tallying of Online Survey 2 days

Making of Time Frame 1 day

Constructing and Writing of Methodology 3 days

Analysis Plan
After collecting the answers from the online survey questionnaire, the researchers
evaluated the responses given by the respondents. In analyzing the gathered data, the
researchers listed the feasible recommendations for strengthening the research skills of
HUMSS Senior High School learners. Then, the researchers tallied the answers and analyzed
the information to be used in interpreting the data.

Instrumentation and Data

The researchers utilized an adapted online survey questionnaire as the main instrument
of the study based on the Statement of the Problem.

Construction. In the formulation of the online survey questionnaire, the researchers worked
collaboratively to arrange their ideas and the other gathered data information from different
resources. The researchers employed an online survey questionnaire as the main instrument
of the study, with the content based on the Statement of the Problem.

Validity. To assess the accuracy and preciseness of the instrument employed, face validity
and content validity were used. According to McLeod (2013), face validity is simply whether the
test appears (at face value) to measure what it claims to. This is the least sophisticated
measure of validity. On the other hand, content validity refers to the degree to which an
assessment instrument is relevant to, and representative of the targeted construct is designed
to measure (Rusticus, 2014).
To test the validity of the items, the questionnaire was presented to the thesis adviser
for face and content validation. The suggestions and comments were considered in writing the
items of the draft of the questionnaire. It was then shown to the adviser for approval. Afterward,
the researchers presented it to their subject teacher for checking, approval and validation to

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come-up with the final draft of the questionnaire. After the checking, revision and approval, the
subject teacher consulted the school principal for her approval, and finally, the questionnaire
was validated.

Reliability. The researchers also considered the reliability of the instruments. They assured
that the research is synonymous with repeatability and stability. To determine the reliability of
the gathered data, the researchers used the related literature to come-up with a reliable
questionnaire, which was validated by the consultant. The questionnaire was submitted to the
adviser for suggestions, comments and revisions of the question items. It was also checked
and revised by the subject teacher. Afterwards, the researchers finalized it. The questionnaire
was modified to gather data and information needed for the study.

Administration. The researchers used the Senior High School learners to be the respondents
of their study through stratified sampling and simple random sampling. After the validation of
the questionnaire, the approval letter was signed by the school principal for the administration
of the online survey questionnaire. The research teacher asked for the permission of every
adviser of each section in the school where the survey will be conducted. Thereupon, the
administration of online survey questionnaires to the respondents was successfully
accomplished by the researchers.

Scoring of Responses
The researchers used the Likert type scaling: (1) Strongly Disagree, (2) Disagree, (3)
Agree and (4) Strongly Agree. According to Liedke (2019), Likert scale is a rating scale often
found on survey forms that measure how people feel about something. It includes a series of
questions that you ask people to answer, and ideally, 5-7 balanced responses people can
choose from and often come with a neutral midpoint. For interpreting the weighted mean of the
data gathered by the respondents, the mean ranges will be grouped in the following manner:

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Table 2. Scoring of Responses

Scoring Range Interpretation

1.00 -1.75 Strongly Disagree

1.76 - 2.50 Disagree

2.51 - 3.25 Agree

3.26 - 4.00 Strongly Agree

Statistical Treatment of Data

The data obtained were presented in tabulated forms, analyzed and interpreted by
using the following statistical tools:
Percentage. A percentage is a ratio used to describe the relationship between two sets of
numbers and represents a fraction of one hundred (Saxena, 2018). It will determine the
frequency counts and percentage distribution of related variables of the respondents.
Weighted Mean. Weighted mean equation is a statistical method that calculates the average
by multiplying the weights with its respective mean and taking its sum (Keni, 2021). An average
in which each quantity to be averaged is assigned a weight. It was used to assess the relative
importance of quality on average.
Ranking. Ranking is a question response format used when a researcher is interested in
establishing some type of priority among a set of subjects, whether they be policies, attributes,
organizations, individuals or some other topic property of interest (Lavrakas, 2011). It was used
to determine the rank of the answers of the respondents wherein it can help to identify the
topmost responses.
Frequency. Frequency is the number of times a specific value appears in a data set of lists
(Berg, 2020). It was used to determine the frequency of the respondents research skills and
level of readiness due to paradigm shift to blended learning.
Composite Mean. The composite mean involves combining the items that represent a variable
to create a score or data point, for that specific variable (Mallery, 2016). It is the average of all
combined means to determine the reliability of the result.

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Research Assumptions
In conducting a study about the effects of a paradigm shift to blended learning on the
research skills of HUMSS Senior High School learners, the researchers expected that the
respondents will be cooperative and will provide reliable answers.
The researchers also assumed that the execution of the goal of this study would be
able to aid all the learners of Saint Joseph Academy having difficulties with their research skills
due to the paradigm shift of blended learning and educators’ teaching styles by giving them
effective recommendations to solve the problem.

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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section presents the tabular and textual presentation of data gathered and
interpreted. This also includes the following sequences of the research problems regarding the
effects of paradigm shift to blended learning on the research skills of HUMSS Senior High
School learners at Saint Joseph Academy.

Demographic Profile of the HUMSS Senior High School Learners

Below is the demographic profile of selected HUMSS learners of Saint Joseph
Academy in terms of gender and year level.

Gender. Table 3.1 presents the profile of HUMSS Senior High School (SHS) respondents in
terms of gender.
Table 3.1. Profile of SHS Respondents in Terms of Gender

Gender Frequency Percentage

Male 47 41.6%

Female 66 58.4%

TOTAL 113 100%

Table 3.1 indicates that there were 66 female respondents or 58.4 percent who
participated in the study, while there were only 47 male respondents or 41.6 percent. It
demonstrates that the average of the respondents were females that resulted from the simple
random sampling conducted by the researchers.

Grade Level. The profile of HUMSS Senior High School respondents in terms of grade level is
presented in Table 3.2.

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Table 3.2. Profile of SHS Respondents in Terms of Grade Level

Grade Level Frequency Percentage

Grade 11 64 56.6%

Grade 12 49 43.4%

TOTAL 113 100%

Table 3.2 shows that there were 64 respondents from Grade 11 with a 56.6 response
rate and 49 respondents from Grade 12 with a 43.4 response rate reaching a total of 113
respondents from both grade levels. Predicted on simple random sampling, it appears that the
majority of the respondents was from Grade 11 learners.

Effects of a Paradigm Shift to Blended Learning on the Respondents’ Research Skills

This section discusses the effects of a paradigm shift to blended learning on the
research skills of the respondents in terms of research planning, data gathering, plagiarism and
information source evaluation, research questioning strategies, analysis and interpretation.

Research Planning. The effects of a paradigm shift to blended learning on the research skills
of the respondents in terms of research planning is presented in Table 4.1.

Table 4.1. Effects of Paradigm Shift to Blended Learning on the Research Skills of the
Respondents in Terms of Research Planning

VERBAL
ITEM-STATEMENTS WEIGHTED INTERPRETATION RANK
MEAN

1. Communicating research plans around 3.28 Strongly Agree 3

asynchronous and synchronous types of learning
was much more difficult compared to face-to-face
team planning.

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2. Learners will be able to complete the tasks if they 3.33 Strongly Agree 2
are doing it actively whether in the synchronous
or asynchronous type of communication.

3. Challenges regarding members’ online 3.26 Strongly Agree 4

submission of their research-related tasks are
experienced.

4. Cellular phones are the most commonly used 3.49 Strongly Agree 1
device for communication with groupmates.

5. Online resources are well-organized and easy to 2.87 Agree 6

access.

6. Having a plan and source in gathering related 3.14 Agree 5

information about the study and conducting a
survey is easy to achieve because it can be done
online without hassle in printing the form.

Composite Mean 3.23 Agree

It can be gleaned from the results on Table 4.1 that the respondents coped with the
sudden change in research planning by using cellular phones as the primary device for
communication with group mates which ranked first with a weighted mean of 3.49 and a verbal
interpretation of strongly-agree. One way forward is to understand the mobile phones as media
rather than merely as a new technology, thus allowing one to consider it as a vehicle for
several kinds of communication (Buckingham, 2007).
In addition, the respondents concurred that they are able to complete tasks if they do it
actively whether in the synchronous or asynchronous type of communication, which ranked
second. This item received a weighted mean of 3.33 and a verbal interpretation of strongly-
agree. Feelings of group affiliation and group cohesion rather than perceptions of ‘self’ help
build and sustain online learning communities contribute to the occurrence of effective
collaborations (Pinsk, Curran, Poirier and Coulson, 2014).

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Moreover, communicating research plans around asynchronous and synchronous types

of learning was much more difficult compared to face-to-face team planning obtained the third
rank with a weighted mean of 3.28 and a verbal interpretation of strongly-agree. Studies show
that internet utilization has a profound impact on research and learning activities (Fasae and
Adegbilero-Iwari, 2015; Adekunmisi et al., 2013; Nwezeh, 2010). In addition, higher learning
outcomes have also been shown to occur when students are provided with a combination of
asynchronous and synchronous forms of communication (Moallen, Pastore and Martin, 2011).
Third from the least was the experience of challenges regarding members’ online
submission of research-related tasks with a weighted mean of 3.26 and a verbal interpretation
of agree. The major reasons for low proficiency in writing contexts is due to various factors
such as grammatical weakness, less practice, lack of motivation, educational background and
weaknesses in using appropriate lexical items (Javid and Umer, 2014; Widagdo, 2017).
Those reasons include a lack of comprehensive planning in setting students up for post-
secondary schooling (Floyd and Judge, 2012), considerable variation in every school in
planning and technology implementation (Chicago Schools, 2013) and a lack of funding
(Gross, Jochim, Nafziger and Edvance Research, 2013).
They also recognized having a plan and source in gathering related information about
the study and conducting a survey easy to achieve because it can be done online without
hassle in printing the form garnered. It got a weighted mean of 3.14 and a verbal interpretation
of agree. In the present day and age, technology is all around us, with the wealth of knowledge
about the humanities present at the click of a button (Egbert, 2009). There are applications
(Apps) for everything. Layar (2013) is an augmented reality App that enhances print by
allowing consumers to view digitally superimposed content in the real world. This is an example
of a cellular phone App that enhances another media; in this case, print. Other Apps allow
cellular phone holders to listen to radio, watch television, read books, access information and
get directions. It is this seemingly infinite plethora of Apps that connects the consumer to the
world. On the other hand, the participants considered the organization and accessibility of
online resources as the least experienced effect of blended learning in terms of research
planning, with a weighted mean of 2.87 and a verbal interpretation of agree. It has been
observed that digital technologies have already been widely used in higher education
institutions and this efficiently helps students to carry out substantial research work (Devi and
Roy, 2012).

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The composite mean of the effects of a paradigm shift to blended learning on the
research skills of the respondents in terms of research planning was 3.23.

Data Gathering. The effects of a paradigm shift to blended learning on the research skills of
the respondents in terms of data gathering is presented in Table 4.2.

Table 4.2. Effects of Paradigm Shift to Blended Learning on the Research Skills of the
Respondents in Terms of Data Gathering

VERBAL
ITEM-STATEMENTS WEIGHTED INTERPRETATION RANK
MEAN

1. Library visits are limited, hence references are 3.35 Strongly Agree 5
mostly gathered by student-researchers from
online sources.

2. Student-researchers have to study online tools 3.32 Strongly Agree 6

and applications since the method of harvesting
responses from research participants is
conducted online.

3. Student-researchers must know the appropriate 3.43 Strongly Agree 1-2

websites where content is reliable and valid.

4. Student-researchers need to evaluate and check 3.42 Strongly Agree 3

the responses if these are correct and accurate
to the questions being asked.

5. Student-researchers need to check first if they 3.43 Strongly Agree 1-2

reach the target respondents in their study.

6. Student-researchers should use their time 3.39 Strongly Agree 4

properly to avoid conflicts when it comes to the
responses of the target respondents.

Composite Mean 3.39 Strongly Agree

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Based on the results shown above on Table 4.2, the respondents agreed strongly on all
items provided about data gathering during blended learning. They expressed the strongest
agreement on Item-Statements 3 and 5 which are the need to check first if they reach the
target respondents in their study and the necessity to know whether the content of appropriate
websites is reliable and valid, respectively. Both statements accumulated the same weighted
mean of 3.43. According to Pembee (2008), students’ reliance on the World Wide Web as a
primary research tool has impacted the quality of students’ projects and reduces students’
familiarity with more traditional print resources and bibliographical databases in their college
libraries.
However, from the observation of Dhanalakshmi and Nageswara (2016), websites are
the most efficient and cheapest way for achieving the entire three academic mission: teaching,
research and technology transfer and hence the impact of electronic publications is far larger
than that obtained by traditional journals and books in print (on paper) in the libraries.
Likewise, the respondents acknowledged that they need to evaluate and check the responses
if these are correct and accurate to the questions being asked which gathered the third highest
rank with a mean of 3.42. In this study, emails were sent to the respondents who were added
as members of a Google Classroom made specifically for the conduct of the research survey.
As stated by Paolo et al. (2000), email affords the technical ability to track whether the
delivered email survey was opened, responded to and/or deleted as well as if the survey was
undeliverable. In addition, Brown (2003) notes that it is not the number of questions that affect
the response rate, but the amount of time and effort needed to complete a survey.
On the contrary, the effect least felt by the respondents with regard to the data
gathering during the paradigm shift was the requisite study of online tools and applications
since the method of harvesting responses from research participants is conducted online. This
acquired a weighted mean of 3.32. Bollinger and Martindale (2004) and Tallent-Runnels et al.
(2006) argued that the growth in online education should prompt more research that addresses
students’ satisfaction with online instruction. According to Dobbs et al. (2009), although many
researchers have studied the structure of online programs, few have examined interaction
among students.
Second to the least was the limited library visits and gathering of references mostly via
online sources which earned a weighted mean of 3.35. It was pointed out in researches of
Azubuike (2016) and of Oduwole and Akpati (2003) that weak and inadequate library

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equipment such as computers and power outage are the challenges associated with the use of
library resources and such challenges compel students to resort to the World Wide Web
instead of library resources. In addition, this is in agreement with Magneto (2007) and Tuñón
and Brydges (2008) who found that the percentage of online resources is very low when
compared with other information sources.
The third among the least was the proper use of time to avoid conflicts when it comes to
the responses of the target respondents which attained a weighted mean of 3.39. Bosnjak and
Tuten (2001) identified categories of response types that include: complete responders, unit
responders (do not participate at all), answering drop-outs, lurkers (view but do not answer
questions), lurking drop-outs (view some but not all of the survey), item non-responders (only
answer some of the questions, but complete the survey), and item non-responding drop-outs
(answer some questions, but drop-out before completing). In many cases, email and Web-
based surveys fail to reach response rate levels.
The composite mean of the effects of a paradigm shift to blended learning on the
research skills of the respondents in terms of data gathering was 3.39.

Plagiarism and Information Source Evaluation. The effects of a paradigm shift to blended
learning on the research skills of the respondents in terms of plagiarism and information source
evaluation is presented in Table 4.3.

Table 4.3. Effects of Paradigm Shift to Blended Learning on the Research Skills of the
Respondents in Terms of Plagiarism and Information Source Evaluation

VERBAL
ITEM-STATEMENTS WEIGHTED INTERPRETATION RANK
MEAN

1. The temptation to just copy others’ work is more 2.95 Agree 6

persistent since everything is conducted online

2. Student-researchers underscore honesty and 3.17 Agree 5

transparency of the information gathered
particularly with the constraints of plagiarism by

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using available online checkers and editing tools.

3. Student-researchers use paraphrasing and 3.23 Agree 4

summarizing tools online to avoid plagiarism.

4. Student-researchers evaluate sources of 3.38 Strongly Agree 2-3

information based on authority, accuracy,
objectivity and coverage.

5. Student-researchers adhere to the guidelines of 3.38 Strongly Agree 2-3

various citation styles (e.g. APA or MLA)

6. Student-researchers must consider ethics 3.42 Strongly Agree 1

together with integrity in evaluating the sources
and avoiding plagiarism.

Composite Mean 3.26 Strongly Agree

As revealed by the results on Table 4.3, the respondents considered ethics together
with integrity in evaluating their sources and avoiding plagiarism as their topmost priority with a
weighted mean of 3.42 and a verbal interpretation of strongly-agree. Research integrity is
important because it builds trust, and trust has been at the core of the research process and
they must also be trusted by other researchers since they provide a study for academic
purposes. "Plagiarism, specifically, is a term used to describe a practice that involves
knowingly taking and using another person’s work and claiming it, directly or indirectly, as your
own." (Neville, 2007, p. 28).
Second in rank are Item-Statements 4 and 5 which refer to evaluation of sources of
information based on authority, accuracy, objectivity and coverage; and adherence to the
guidelines of various citation styles, respectively. Both derived a verbal interpretation of
strongly-agree from a weighted mean of 3.38. Students’ abilities to locate, evaluate and apply
high quality information are not strong enough for them to solve open-ended problems in their
courses (Van Epps, Fosmire, Wertz and Purzer, 2013). Thus, integrating online information
evaluation skills (OIES) into the curriculum is necessary to prepare students for the digital age
and to instruct them in how to be critical learners. As few online tutorials has been made for

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information literacy at this time, it is necessary to develop some interactive components and
activities for this field (Thornes, 2012). In addition, Bas Swaen (2015) stated that a citation is
required to avoid plagiarism and the most important thing to observe is to pick one style and
apply it consistently in the study.
Oppositely, the respondents discerned that the temptation to just copy others’ work is
the factor they least experienced which collected a weighted mean of 2.95 and a verbal
interpretation of agree. According to Yarbrough (2017), copying someone’s thoughts, ideas or
inventions is completely unacceptable and infringes on intellectual property rights of others.
This is followed by the importance of honesty and transparency of the information
gathered particularly with the constraints of plagiarism by using available online checkers and
editing tools which yielded a weighted mean of 3.17. Student-researchers use paraphrasing
and summarizing tools online to avoid plagiarism with a weighted mean of 3.23 and both
statements have a verbal interpretation of agree. In higher education, a student’s attempts at
paraphrasing can provide “insight into how well students read as well as write” (Hirvela and Du,
2013, p.88). There appears to be an underlying assumption that students and researchers
understand and accept that there is a standard convention about how to paraphrase and
appropriately use and acknowledge source texts (Shi, 2012).
The composite mean of the effects of a paradigm shift to blended learning on the
research skills of the respondents in terms of plagiarism and information source evaluation was
3.26.

Research Questioning Strategies. Table 4.4 presents the effects of a paradigm shift to
blended learning on the research skills of the respondents in terms of research questioning
strategies.

Table 4.4. Effects of Paradigm Shift to Blended Learning on the Research Skills of the
Respondents in Terms of Research Questioning Strategies

VERBAL
ITEM-STATEMENTS WEIGHTED INTERPRETATION RANK
MEAN

1. I feel more scared to formulate research 3.06 Agree 6

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questions due to the scarcity of face-to-face

interaction with groupmates.

2. I feel more hesitant to develop research 3.18 Agree 5

questions and review related literature due to
limitations to access libraries and because of the
pandemic.

3. I feel anxious in formulating research questions 3.24 Agree 3

due to insufficient resources (e.g. internet
connection, gadgets, etc.)

4. I feel more at ease to develop research 3.20 Agree 4

questions because of our teamwork.

5. Online tools and applications are studied by 3.31 Strongly Agree 1

student-researchers and are employed in
gathering responses from participants.

6. Student-researchers include more condensed 3.26 Strongly Agree 2

and simplified questions to ask the respondents
since real-time clarifications from the latter are
much harder using remote technologies.

Composite Mean 3.21 Agree

Exhibited in Table 4.4 are the effects of a paradigm shift to blended learning on the
research skills of the respondents in terms of research questioning strategies. The study of
online tools and applications that are employed in gathering responses from participants
ranked first with a weighted mean of 3.31 and a verbal interpretation of strongly-agree. Among
participants who have access to both devices, there is variation in hypothetical willingness and
comfort using specific devices for particular tasks (Wenz et al., 2019).
Moreover, the respondents figured as another vital component with a weighted mean of
3.26 the inclusion of more condensed and simplified questions to ask the respondents since
real-time clarifications from the latter are much harder using remote technologies. When a

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question is too hard to complete, one of the choices respondents have is to not respond to the
question, resulting in item non-response (Krosnick, 1991; Liu and Conrad, 2016).
Additionally, the feeling of anxiety in formulating research questions due to insufficient
resources (e.g. internet connection, gadgets, etc.) ranked third with a weighted mean of 3.24.
Reay et al. (2019) indicated that students are anxious to discover the right way to analyze
qualitative data, even though they know that there are many different options for analysis.
In addition, the feeling of more ease to develop research questions because of
teamwork ranked fourth with a weighted mean of 3.20 and with a verbal interpretation of agree.
Not only do students learn from teachers and parents, they also learn from their peers. A
strong peer support network can have a positive impact on student learning (Hoxby, 2000;
Kiefer, Alley, and Ellerbrock, 2015).
Furthermore, the feeling of being hesitant in developing research questions and review
of related literature due to the limited access to libraries and because of the pandemic ranked
fifth with a weighted mean of 3.18 and with a verbal interpretation of agree. Einbinder (2014)
suggests employing some innovative educational techniques as a result of which students can
deal with their worries, grow self-confidence in their skills and grasp fundamental constituents
of research methods.
However, the respondents cited the feelings of being scared to formulate research
questions due to the scarcity of face-to-face interaction with group mates as the factor they
least encountered with a mean of 3.06. Participants admitted having anxiety, being hopeless
and got bored due to the pandemic process. It was indicated that public health emergency
cases may cause anxiety, worry and fear in university students (Mei, Yu, He and Li, 2011).
The composite mean of the effects of a paradigm shift to blended learning on the
research skills of the respondents in terms of research questioning strategies was 3.21.

Analysis and Interpretation. Table 4.5 presents the effects of a paradigm shift to blended
learning on the research skills of the respondents in terms of analysis and interpretation.

Table 4.5. Effects of Paradigm Shift to Blended Learning on the Research Skills of the
Respondents in Terms of Analysis and Interpretation

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VERBAL
ITEM-STATEMENTS WEIGHTED INTERPRETATION RANK
MEAN

1. Responses are easier to analyze with the use of 3.30 Strongly Agree 3
graphs and other calculations generated by the
online tools used (i.e. Google Forms).

2. Responses are easier to collect with the help of 3.19 Agree 6

social media platforms (e.g. Messenger).

3. While dealing with the analysis and interpretation 3.40 Strongly Agree 1
process, the student-researchers need to
critically and logically evaluate the result of each
response.

4. Interpretation and analysis of gathered 3.23 Agree 4

responses are challenging due to the unclarified
answers from the respondents since real-time
follow-up is not readily accessible.

5. Analysis and interpretation can be considered as 3.22 Agree 5

one of the difficult parts while conducting
research.

6. Due to the lack of connection with the 3.34 Strongly Agree 2

respondents, it is not easy to collect responses
for analysis and interpretation.

Composite Mean 3.28 Strongly Agree

The results on Table 4.5 manifest that the respondents pondered the need to critically
and logically evaluate the result of each response as foremost consideration in data analysis
and interpretation during the blended learning. This harvested a weighted mean of 3.40 with a
verbal interpretation of strongly-agree. As claimed by Slavin (2012), critical thinking skills are

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utilized for deductive reasoning, interpreting, evaluating and problem solving in order to
uncover reasonable discrepancies and myths.
Furthermore, the lack of connection with the respondents factored in the collection of
responses for analysis and interpretation and cumulated a weighted mean of 3.34 and ranked
second. On the authority of Emeka and Nyeche (2016), the internet today is a worldwide entity
whose nature cannot be easily or simply defined. To many, the internet is a large computer
network linking together millions of smaller computers at numerous sites in various countries
belonging to thousands of businesses, governments, researches, educational institutions and
others.
Third in rank was Item 1 or the ease of analysis of responses with the use of graphs
and other calculations generated by the online tools used (i.e. Google Forms) with a weighted
mean of 3.30 and a verbal interpretation of strongly-agree. In the opinion of Flockton, L.,
Crooks, T. and Gilmore, A. (2004), interpreting and critiquing data is a necessary skill for
making decisions. Tables and graphs are useful tools for organizing available data for decision
making. They are also a useful way of providing evidence to convince others towards a
particular argument.
Among the least effects of a paradigm shift to blended learning on the research skills of
the respondents in terms of analysis and interpretation were Item-Statements 2, 5 and 4. Item
2 or the ease of collection of responses with the help of social media platforms (e.g.
Messenger), earned a weighted mean of 3.19 and a verbal interpretation of agree. There are a
range of ways in which social media data can be collected and formatted. This is determined
by the types of behaviour being researched and the platforms which are used as source
material. One significant difference in the collection of social media data is the development of
automated technological tools that can collect, clean, store and analyse large volumes of data
at high velocity. Indeed, in some for instance, social media has the potential to generate
population level data in near real-time (Wilson, Gosling and Graham, 2012).
This was followed by Item 5 or the difficulty of analysis and interpretation with a verbal
interpretation of agree and a weighted mean of 3.22. Thorne (2000) characterized data
analysis as the most complex phase of qualitative research, and one that receives the least
thoughtful discussion in the literature. Qualitative researchers often omit a detailed description
of how analysis is conducted within published research reports (Attride-Stirling, 2001; Tuckett,
2005).

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Item 4 or the challenge of interpretation and analysis of gathered responses due to

unclarified answers received a verbal interpretation of agree and a weighted mean of 3.23. A
researcher attempting to qualitatively analyze the data from general open questions or by
choices, may struggle with a lack of context, and a lack of conceptual richness typical of
qualitative data, because individual responses often consist of a few words or sentences,
especially when the size of answer boxes is limited (Christian et al., 2007; Smyth et al., 2009).
Furthermore, the close-ended questions that precede the open-ended question may impose
constraints on the comments provided, as the close-ended questions may implicitly suggest
and constrain what is considered the legitimate agenda for the qualitative responses
(O’Cathain and Thomas, 2004).
The composite mean of the effects of a paradigm shift to blended learning on the
research skills of the respondents in terms of research questioning strategies was 3.28.

Level of Readiness of the Respondents

This section discusses the level of readiness of the respondents in terms of availability
of technological devices, use of online platforms (i.e. Google/Microsoft apps), good internet
connectivity, and personal well-being.

Availability of Technological Devices. Table 5.1 presents the level of readiness of the
respondents in terms of availability of technological devices.

Table 5.1. Level of Readiness of the Respondents in Terms of Availability of Technological

Devices

VERBAL
ITEM-STATEMENTS WEIGHTED INTERPRETATION RANK
MEAN

1. I have the latest smartphones or laptops at 2.76 Agree 4

home that I can use for research.

2. I have prepaid or postpaid wifi or broadband at 3.02 Agree 2

home.

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3. I do not have smartphones, laptops or desktops 2.60 Agree 5

at home to use in conducting research.

4. I only use mobile data to access the online 2.55 Agree 6

media platform.

5. It is easy for me to communicate and participate 2.97 Agree 3

in accomplishing our tasks because I have
enough technology to use.

6. From all the newly-invented technologies I have 3.04 Agree 1

at home, it can give me a comfortable and
satisfying experience while studying and
conducting research.

Composite Mean 2.82 Agree

As can be predicated on the results on Table 5.1, the respondents conveyed agreement
on all items. On top of these items, they granted that their possession of newly-invented
technologies at home gives them a comfortable and satisfying experience while studying and
conducting research with a weighted mean of 3.04. Technology enables students to learn at
their own pace, helping increase their level of comfort with both the topic and the learning
environment in general. In-classroom, lessons coupled with activities on computers or mobile
devices both in and outside the classroom allow students to read directions, process
information and complete their work at their own pace. This self-directed learning also enables
teachers to focus their efforts on helping students who may need extra guidance or assistance
(Edwards, 2013).
Succeeding is Item-Statement 2 to which the respondents agreed that they have
prepaid or postpaid wifi or broadband at home with a weighted mean of 3.02. Windeatt and
Hardisty (2000) explained that having an internet opens up new opportunities for language
learning, with the World Wide Web providing access to material on almost any topic, and
electronic mail and conferencing allowing new ways of communicating with other teachers and
learners.

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Furthermore, the respondents accepted that it was easier for them to communicate and
participate in accomplishing tasks because they have enough technology to use, which
garnered the third rank and a weighted mean of 2.97. Technologies allow students to be more
organized and efficient in which they can take or obtain notes from the computer, where
communication will be easy and participating in class and submission of their works by email
from home is possible as long as they meet the deadline (Hermans et al., 2008).
The least effects of a paradigm shift to blended learning on the research skills of the
respondents in terms of analysis and interpretation was that they only use mobile data to
access the online media platform, with a mean of 2.55. Mobile internet usage has worked its
way into the daily life of smartphone and tablet users, enabling consumers to access and share
information on the go (Clement, 2019).
The composite mean of the effects of a paradigm shift to blended learning on the
research skills of the respondents in terms of availability of technological devices was 2.82.

Use of Online Platforms. Table 5.2 presents the level of readiness of the respondents in
terms of use of online platforms (i.e. Google or Microsoft apps).

Table 5.2. Level of Readiness of the Respondents in Terms of Use of Online Platforms

VERBAL
ITEM-STATEMENTS WEIGHTED INTERPRETATION RANK
MEAN

1. I am aware of available online tools and 3.12 Agree 4

applications that can be used for the research.

2. I am familiar with how to use these available 3.16 Agree 3

online tools and applications.

3. My personal information is safe from hackers on 3.18 Agree 2

the online platforms that I am using.

4. Those online platforms are essential in encoding 3.29 Strongly Agree 1

and formatting information that is related to the
research study during the new normal method of

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conducting research.

5. I have experience in generating information, 3.08 Agree 5

citations and necessary skills in using online
platforms.

6. I don't see any hindrances in online tools and 2.71 Agree 6

applications in gathering data, communicating to
respondents and accomplishing the research
study.

Composite Mean 3.09 Agree

Centered on the results on Table 5.2 was the strong agreement of the respondents that
online platforms are essential in encoding and formatting information that is related to the
research study during the new normal method of conducting research which ranked first with a
weighted mean of 3.29. Lau et al. (2018) observed that online platforms should be used as a
tool for communication and acquiring of knowledge rather than habit forming addiction.
Next in rank is their perception that their personal information is safe from hackers on
the online platforms that they are using with a weighted mean of 3.18. Personal information is
safe from hackers due to privacy settings that allow the user to control the profile view and
distribution of personal data, vary across social networking websites, and there is no privacy
standard for controlling the user’s personal information settings. Although, privacy settings
should be chosen carefully (Novak and Li, 2012).
The least effects of a paradigm shift in the level of readiness of the respondents in
terms of use of online platforms (i.e. Google or Microsoft apps) was I don't see any hindrances
in online tools and applications in gathering data, communicating to respondents and
accomplishing the research study, with a mean of 2.71. Challenges in qualitative data
collection don't have hindrances as a reason for having the internet that can be used to the
process of gathering data, communicating to respondents and staying focused on the research
topics during the interviews (Ashton, 2014; Hoskins and White, 2013).
In addition, the respondents stated that they are familiar with the use of available online
tools and applications with a weighted mean of [Link] in ranks, the respondents have

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also experienced generating information, citations and necessary skills in using online
platforms and that they are aware of available online tools and applications that can be used
for the research.
The composite mean of the level of readiness of the respondents in terms of use of
online platforms was 3.09.

Good Internet Connectivity. Table 5.3 presents the level of readiness of the respondents in
terms of good internet connectivity.

Table 5.3. Level of Readiness of the Respondents in Terms of Good Internet

Connectivity

WEIGHTED VERBAL
ITEM-STATEMENTS MEAN INTERPRETATION RANK

1. I have a reliable internet connection at home. 2.88 Agree 6

2. With the help of good connections, it helps us to 3.21 Agree 3

do and perform the assigned tasks easily.

3. I am more comfortable using wifi than mobile 3.37 Strongly Agree 1

data.

4. I can afford to access the internet through wifi 3.18 Agree 4

and mobile data connectivity.

5. Having a good connection can cause different 2.50 Agree 7

conflicts in every individual.

6. Because of having a good connection, 3.26 Strongly Agree 2

individuals consume more time using the
internet.

7. Having a strong internet connection is much 2.89 Agree 5

more difficult to rely upon due to frequent
telecommunication errors.

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Composite Mean 3.04 Agree

Table 5.3 shows the level of readiness of the respondents in terms of good internet
connectivity where the item stating that the respondents are more comfortable using wifi than
mobile data ranked first with a weighted mean of 3.37. The high demand for Wi-Fi access has
increased largely because of the growth in sales of laptops and personal mobility products
(Burness et al., 2003). There is continuing concern that those who lag in the adoption and use
of the internet will fall behind in high-speed access and use of Wi-Fi technology (Fox and
Livingston, 2007).
Next in 2nd rank is the reason stating that having a good connection, individuals
consume more time using the internet, with a weighted mean of 3.26. Some students use the
internet for non-academic purposes such as gaming and social networking, thus culminating in
loss of study schedules (Singh et al., 2013).
These findings are similar to the empirical results of Bragdon and Dowler (2016) who
argue that students with access to mobile phone internet spend more time in using the internet.
As the internet has become an integral part of today’s life, Singh et al. (2013) observed that it
should be used as a tool for communication and acquiring of knowledge rather than habit
forming addiction.
The third rank was with the help of good connections, it helps the respondents to do
and perform the assigned tasks easily, which received a weighted mean of 3.21. According to
Olatokum (2008), the students used the internet primarily for communication, entertainment
and leisure (reading and sending emails, online chatting, instant messaging, playing games,
downloading music videos and reading newspapers). Despite the significance of internet usage
to students’ academic performance, its negative impacts are various.
The least effect of a paradigm shift in the level of readiness of the respondents in terms
of having a good connection is that it can cause different conflicts in every individual, which has
a weighted mean of 2.88.
The composite mean of the level of readiness of the respondents in terms of good
internet connectivity was 3.04.

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Personal Well-Being. Table 5.4 presents the level of readiness of the respondents in terms of
personal well-being.

Table 5.4. Level of Readiness of the Respondents in Terms of Personal Well-Being

VERBAL
ITEM-STATEMENTS WEIGHTED INTERPRETATION RANK
MEAN

1. The accomplishment of research during blended 3.43 Strongly Agree 1

learning is dependent upon the hard work and
teamwork of every member in the group.

2. It is hard to do research in blended learning 3.18 Agree 4-5

because there are some difficulties and conflicts
that every learner experiences.

3. Research during blended learning can enrich 3.25 Agree 3

and enhance the skills that every learner has.

4. Having active participation of each member is 3.13 Agree 6

one of the critical problems that the learners
struggled with due to their tardiness and being
incompetent.

5. The researchers have different perspectives in 3.18 Agree 4-5

the study so that it causes misunderstanding.

6. Blended learning takes advantage of all the fast 3.27 Strongly Agree 2
learners but serves as a struggle for those who
aren't capable of learning online.

Composite Mean 3.24 Agree

Table 5.4 shows the level of readiness of the respondents in terms of personal well-
being. The statement that the accomplishment of research during blended learning is
dependent upon the hard work and teamwork of every member in the group has ranked first

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with a verbal interpretation of strongly-agree and a weighted mean of 3.43. Scholars and
practitioners suggest that effective team behaviors can facilitate the improvement of
performance when organizations face new challenges. Understanding the impact of teamwork
on performance is important because teamwork is viewed by some researchers as one of the
key driving forces for improving a firm’s performance and accomplishing a research (Jones et
al, 2008).
The item-statement about blended learning takes advantage of all the fast learners but
serves as a struggle for those who aren't capable of learning online got a weighted mean of
3.27 and a verbal interpretation of strongly-agree. Aspden and Helm (2004) found that online
communication, through a blended learning environment, improved social aspects of students.
Specifically, they stated that blended learning allowed students to make and maintain
connections with other students and their learning institution, even when off-campus.
The least effect of a paradigm shift in the level of readiness of the respondents in terms
of good internet connectivity was shown in the statement where having active participation of
each member is one of the critical problems that the learners struggled with due to their
tardiness and being incompetent, which has a verbal interpretation of agree and a weighted
mean of 3.13. Research shows that some students reported to not be participating in classes if
they did not prepare on the subject matter prior to coming to class due to laziness, therefore
learners did not feel comfortable engaging in discussion (Howard et al., 2002). In addition,
Gottfried (2014) relayed that school tardiness, or ‘tardies’ for short, is altogether an under-
researched area, and yet this behavior has been flagged a signal of educational risk by both
researchers and practitioners.
The composite mean of the level of readiness of the respondents in terms of personal
well-being was 3.24.

Possible Recommendations
Table 6 presents the possible recommendations for the strengthening of research skills
of HUMSS Senior High School learners during blended learning.

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Table 6. Recommendations to Strengthen the Research Skills

ITEM-STATEMENTS FREQUENCY PERCENTAGE RANK

1. Student-researchers may seek for a prototype of the 75 67% 4

expected output which includes the format,
processes and templates as a form of guide in
crafting their own

2. Use different trusted sites for searching possible 81 72.3% 2

reviews of related literature like [Link],
Researchgate, Microsoft Academic, Hindawi and
Google Scholar

3. Use credible online platforms like [Link], 67 59.8% 5

Grammarly and [Link] for plagiarism checking,
summarizing and correcting of grammatical errors

4. Student-researchers may establish easy access with 77 68.8% 3

the response form strategy which the respondents
may take part in answering questions. With proper
format and details, the researchers may be able to
gather authentic information with inclusion of data
privacy to protect the participants’ information or
identity, similar to the traditional approach. On the
other hand, if the needed information is through a
different approach such as an interview, researchers
may set-up a video conference approach with the
participants

5. Student-researchers may meet and discuss their 88 78.6% 1

research using different room conference or meeting
applications to disclose and to share personal
insights about the output they are crafting. Moreover,
applications such as Google Docs which the
researchers could utilize in order for each member to

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add or edit information on their own phase. Using

these learning applications to collect multiple
responses from each member enables everyone to
have full access and understanding of the progress
of the paper

Table 6 shows the feasible recommendations for the strengthening of research skills of
HUMSS Senior High School learners during blended learning. As revealed by the results, the
overriding suggestion provided by the respondents was Item 1 or the use of room conferences
or meeting applications and Google Docs with a frequency of 88 and a proportion of 78.6%.
Research suggests that use of Google tools can have a positive impact on a class’ sense of
community, as these tools host a variety of activities like brainstorming, peer review, resource
sharing and live chat (Gainer, 2010).
Subsequently, the respondents recommended the use of different trusted sites for
searching possible reviews of related literature with the frequency of 81 and a proportion of
72.3%. People feel “safe” using contents obtained through search engines like Google Scholar,
Researchgate and [Link] as they provide users with more scholarly content (Ettinger,
2008).
In third rank was the utilization of the response form strategy and a set-up of a video
conference approach with the participants that earned a frequency of 77 and a proportion of
68.8%. Video conferencing is enabled by integrated software which ensures that you have a
rich and quality experience. It enables you to connect to different users and have discussions
with them at the same time. The software also has features for scheduling of meetings, screen
sharing, email, chat functionality, voting analytics and a host of other tools which make it very
convenient for corporations and organizations to carry meetings with multiple people and
receive inputs from them also. Thus, it helps people to hold conferences and meetings with one
another with a real time effect (Tripathy, 2017).
This was followed by the recommendation to seek for a prototype of the expected
output which includes the format, processes and templates as a form of guide in crafting their
own with a frequency of 75 and a proportion of 67%.

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Lastly, they proposed the use of credible online platforms like [Link], Grammarly and
[Link] for plagiarism checking, summarizing and correcting grammatical errors with a
frequency of 67 and a proportion of 59.8%. It appears that students and researchers
understand and acknowledge that there is a standard convention for paraphrasing and properly
using and acknowledging source texts (Shi, 2012).

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CHAPTER V
RESEARCH FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary
The importance of writing a research paper is frequently ignored by many students. The
new education system is having the K-12 Curriculum, where academic writing is a vital part of
the continuous summative assessments in most academic courses in Senior High School.
Today, blended learning is implemented where it aims to solve a series of tasks connected with
the necessity of raising education quality. This analyzes the didactic capacity of blended
learning as a means to implement the effective transition from a traditional learning model to an
integrated one. Blended learning combines the synchronous and asynchronous setting of
learning to help learners meet their own educational goals and objectives more effectively than
learning in traditional environments. Researchers conducted this study to determine the effects
of a paradigm shift to blended learning on the research skills of HUMSS learners and give the
possible solutions to strengthen their research skills during a sudden paradigm shift of blended
learning. The researchers utilized descriptive research design and method in the collection of
data to determine and report the way things are. It covered the responses of current HUMSS
Senior High School learners of Saint Joseph Academy of San Jose, Batangas, Incorporated
with a total of 113 respondents and it delimited the perception of HUMSS Senior High School
learners from other schools.

Findings
After the analysis and interpretations of data gathered, the researchers presented the
following findings:
1. The participants in the study were 66 female respondents or 58.4 percent, while there
were only 47 male respondents or 41.6 percent. The majority of the respondents were
from Grade 11 learners with a 56.6 response rate and 49 respondents from Grade 12
with a 43.4 response rate reaching a total of 113 respondents from both grade levels.
2. The respondents strongly agreed that the paradigm shift to blended learning has
significant effects on their research skills, particularly on their research planning, data

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gathering, plagiarism and source evaluation, research questioning strategies and

analysis and interpretation of data.
 Most of the respondents coped with the sudden change in research planning by
using cellular phones as the primary device for communication with group mates
which has a weighted mean of 3.49, followed by the respondents who concurred
that they are able to complete tasks if they do it actively whether in the
synchronous or asynchronous type of communication, which has a weighted
mean of 3.33. Next was communicating research plans around asynchronous
and synchronous types of learning was much more difficult compared to face-to-
face team planning which has a weighted mean of 3.28. Lastly, the participants
considered the organization and accessibility of online resources as the least
experienced effect of blended learning in terms of research planning, with a
weighted mean of 2.87. The composite mean of the effects of a paradigm shift
to blended learning on the research skills of the respondents in terms of
research planning was 3.23.
 Likewise, the respondents expressed the strongest agreement on the need to
check first if they reach the target respondents in their study and the necessity
to know whether the content of appropriate websites is reliable and valid,
respectively. Both statements accumulated the same weighted mean of 3.43,
followed by the respondents acknowledging that they need to evaluate and
check the responses if these are correct and accurate to the questions being
asked which gathered the third highest rank with a mean of 3.42. Lastly, the
effect least felt by the respondents with regard to the data gathering during the
paradigm shift was the requisite study of online tools and applications since the
method of harvesting responses from research participants is conducted online.
This acquired a weighted mean of 3.32. The composite mean of the effects of a
paradigm shift to blended learning on the research skills of the respondents in
terms of data gathering was 3.39.
 In addition, the respondents considered ethics together with integrity in
evaluating their sources and avoiding plagiarism as their topmost priority with a
weighted mean of 3.42, followedby the evaluation of sources of information
based on authority, accuracy, objectivity and coverage; and adherence to the

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guidelines of various citation styles. Both derived a verbal interpretation of

strongly-agree from a weighted mean of 3.38. Lastly, the respondents discerned
that the temptation to just copy others’ work is the factor they least experienced
which collected a weighted mean of 2.95. The composite mean of the effects of
a paradigm shift to blended learning on the research skills of the respondents in
terms of plagiarism and information source evaluation was 3.26.
 Moreover, the respondents strongly agreed that online tools and applications
are studied by student-researchers and are employed in gathering responses
from participants which has a weighted mean of 3.31. Next, respondents figured
as another vital component with a weighted mean of 3.26 the inclusion of more
condensed and simplified questions to ask the respondents since real-time
clarifications from the latter are much harder using remote technologies,
followed by the feeling of anxiety in formulating research questions due to
insufficient resources (e.g. internet connection, gadgets, etc.) which has a
weighted mean of 3.24. The respondents also cited the feelings of being scared
to formulate research questions due to the scarcity of face-to-face interaction
with groupmates as the factor they least encountered with a mean of 3.06. The
composite mean of the effects of a paradigm shift to blended learning on the
research skills of the respondents in terms of research questioning strategies
was 3.21.
 Lastly, the results manifest that the respondents pondered the need to critically
and logically evaluate the result of each response as foremost consideration in
data analysis and interpretation during the blended learning which harvested a
weighted mean of 3.40, followed by the lack of connection with the respondents
factored in the collection of responses for analysis and interpretation and
cumulated a weighted mean of 3.34. Next, the ease of analysis of responses
with the use of graphs and other calculations generated by the online tools used
(i.e. Google Forms) with a weighted mean of 3.30. Lastly, the ease of collection
of responses with the help of social media platforms (e.g. Messenger), earned a
weighted mean of 3.19. The composite mean of the effects of a paradigm shift
to blended learning on the research skills of the respondents in terms of
research questioning strategies was 3.28.

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3. The respondents also identified their level of readiness in conducting research during
blended learning in terms of availability of technological devices, use of online
platforms, good internet connectivity and personal well-being.
 The respondents granted that their possession of newly-invented technologies
at home gives them a comfortable and satisfying experience while studying and
conducting research with a weighted mean of 3.04, followed by the possession
of prepaid or postpaid wifi or broadband at home with a weighted mean of 3.02.
They also accepted that it was easier for them to communicate and participate
in accomplishing tasks because they have enough technology to use, which
garnered the third rank and a weighted mean of 2.97. Lastly, the use of mobile
data to access online media platforms, was the least experienced by the
respondents with a weighted mean of 2.55. The composite mean of the effects
of a paradigm shift to blended learning on the research skills of the respondents
in terms of availability of technological devices was 2.82.
 Centered on the results of strong agreement of the respondents, online
platforms that are essential in encoding and formatting information related to the
research study during the new normal method of conducting research ranked
first with a weighted mean of 3.29 and was followed by the perception that their
personal information is safe from hackers on the online platforms that they are
using with a weighted mean of 3.18. Additionally, the familiarity of the use of
these available online tools and applications ranked third and received a
weighted mean of 3.16. Last in rank was the absence of any hindrances in
online tools and applications in gathering data, communicating to respondents
and accomplishing the research study, which attained a weighted mean of 2.71.
The composite mean of the level of readiness of the respondents in terms of use
of online platforms was 3.09.
 The item stating that the respondents are more comfortable using wifi than
mobile data ranked first with a weighted mean of 3.37. This was followed by
having good connections and consuming more time using the internet which
collected a weighted mean of 3.26. Third in rank was the help of good
connection to the respondents in doing and performing the assigned tasks
easily, which received a weighted mean of 3.21. Lastly, having a good

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connection can cause different conflicts in every individual garnered a weighted

mean of 2.88. The composite mean of the level of readiness of the respondents
in terms of good internet connectivity was 3.04.
 The accomplishment of research during blended learning is dependent upon the
hard work and teamwork of every member in the group ranked first with a verbal
interpretation of strongly-agree and a weighted mean of 3.43. This was
succeeded by the advantage of blended learning on fast learners and the
struggle for those who are incapable of learning online which got a weighted
mean of 3.27. The statement, research during blended learning can enrich and
enhance the skills that every learner yielded a weighted mean of 3.25. The least
effect in terms of good internet connectivity was shown in the statement where
having active participation of each member is one of the critical problems that
the learners struggled with due to their tardiness and being incompetent, which
has a verbal interpretation of agree and a weighted mean of 3.13. The
composite mean of the level of readiness of the respondents in terms of
personal well-being was 3.24.

Conclusions
In light of the findings, the following conclusions were drawn:

1. The average of the respondents were females that resulted from the simple random
sampling conducted by the researchers and predicted on simple random sampling, it
appears that the majority of the respondents was from Grade 11 learners.
2. Based on the findings, the paradigm shift to blended learning has significant effects on
the research skills of the respondents, particularly on their research planning, data
gathering, plagiarism and source evaluation, research questioning strategies and
analysis and interpretation of data. Cellular phones are the primary device used for
communication with group mates in their research planning. It was revealed that they
also concurred that there is the need to check first if they reach the target respondents
in their study and the necessity to know whether the content of appropriate websites is
reliable and valid. In addition, ethics together with integrity in evaluating their sources
and avoiding plagiarism was also considered as one of their topmost priorities. The

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study of online tools and applications employed in gathering responses from

participants are also agreed upon. The need to critically and logically evaluate the result
of each response as foremost consideration in data analysis and interpretation during
the blended learning was likewise pondered on.
3. The respondents were found to be significantly ready in their conduct of research during
the blended learning in terms of availability of technological devices, use of online
platforms, good internet connectivity and personal well-being. This was revealed by
their possession of newly-invented technologies at home that gives them a comfortable
and satisfying experience while studying and conducting research and their knowledge
of the use of online platforms that are essential in encoding and formatting information
related to the research study during the new normal method of conducting research.
Moreover, the respondents are more comfortable using wifi than mobile data and value
the hard work and teamwork of every member in the group.

Recommendations

In light of the conclusions drawn from the analysis and facts presented in the study, the
researchers endeavored to make the following recommendations:

1. Student-researchers may meet and discuss their research using different room
conference or meeting applications to disclose and to share personal insights about the
output they are crafting. Moreover, applications such as Google Docs which the
researchers could utilize in order for each member to add or edit information on their
own phase. Using these learning applications to collect multiple responses from each
member enables everyone to have full access and understanding of the progress of the
paper.
2. They may use different trusted sites for searching possible reviews of related literature
like [Link], Researchgate, Microsoft Academic, Hindawi and Google Scholar.
3. They may establish easy access with the response form strategy which the
respondents may take part in answering questions. With proper format and details, the
researchers may be able to gather authentic information with inclusion of data privacy
to protect the participants’ information or identity, similar to the traditional approach. On

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the other hand, if the needed information is through a different approach such as an
interview, researchers may set-up a video conference approach with the participants.
4. They may seek for a prototype of the expected output which includes the format,
processes and templates as a form of guide in crafting their own.
5. They may use credible online platforms like [Link], Grammarly and [Link]
for plagiarism checking, summarizing and correcting grammatical errors.

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APPENDIX A
REFERENCES

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Online References

Avenstrup, R. (2011, April 19). The challenge of curriculum reform and Implementation: Some
ımplications of a constructivist approach. Ministry of National Education. Retrieved
February 25, 2021, from [Link]
Berg, R. G. v. d. (2020, September). Retrieved March 5, 2021, from [Link]
[Link]/frequency-distribution-what-is-it/
Bernardo, A. (2010, March). Creative Ways of Teaching Research Paper Writing. University of
Santo Tomas, Philippines. Retrieved March 8, 2021, from
[Link]
Research-Writing-Alejandro-S.-[Link]
Boud, D., & Lee, A. Eds. (2008, August 12). Changing Practices of Doctoral Education.
London: Routledge. Retrieved March 9, 2021, from
[Link]
Lee/p/book/9780415442701
Brew, Boud, & Namgung, 2011; Petersen, 2007. (n.d.). Learning Practical Research Skills
Using An Academic Paper Framework – An Innovative, Integrated Approach.
[Link]
Broz. (2020). We Are in the Midst of a Paradigm Shift for Higher Education. Retrieved January
26, 2021, from [Link]
education
Cruz, I. (2014, June 12). The Academic Track. Philippine Star. Retrieved February 8, 2021,
from [Link]
star/20140612/281754152388180
Dalisay, M. (2010, May). Education Outcomes in the Philippines. Asian Development Bank,
Manila. Retrieved February 5, 2021, from
[Link]
Gallagher, K. (n.d.). Teaching Adolescent Writers 1st Edition, Kindle Edition. Retrieved January
12, 2021, from [Link]
ebook/dp/B004GJWH84

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Ganobscik-Williams, L. ed. (2006). Teaching Academic Writing in UK Higher Education.

Hampshire. Palgrave MacMillan. Retrieved February 25, 2021, from
[Link]
education-lisa-ganobcsikwilliams/?k=9780230208582
Lawrence et al. (2019). Superimposing R.E.A.L. principles on the project writing pyramid: A
paradigm shift in teaching professional writing. Retrieved February 20, 2021, from
[Link]
Magistro, E. (2007). The multilingual classroom: New rhetorical frontiers in L2 [Link]
Quarterly, 10, 2. Retrieved February 22, 2021, from [Link]
vol10-num02-spring/[Link]
Manuel E. (2018). The Paradox of Research: The Learning Engagement of Senior High
Students in Magsaysay National High School, A Grounded Theory Leda M. dela Cruz
Magsaysay National High School – Senior High Department, 2019. Retrieved February
12, 2021, from [Link]
Pravikoff, Tanner & Pierce. (2014). Teaching research: strategies for a successful learning
equation. Retrieved February 18, 2021, from
[Link]
Russel, L. (2012). Writing prompts, games, journals: Creative writing activities and habits get
students to love writing. Retrieved January 25, 2021, from
[Link]
T. Lillis, M.J. Curry. (n.d.). Academic Writing in a Global Context: The Politics and Practices of
Publishing in English Routledge, London.
Uberman, A (2008). (2016, May 16). The Use of Games for Vocabulary Presentation and
Revision. Forum, 36(1), 95-106. Retrieved February 26, 2021, from
[Link]
Takeuchi, L. M., & Vaala, S. (2014). Level up learning: A national survey on teaching with
digital games. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Retrieved January 25, 2021, from [Link]
content/uploads/2014/10/jgcc_leveluplearning_final.pdf
Torrejos, F. (2015). Development of Strategic Instructional Material to Determine the
Difficulties in Technical Writing. Retrieved February 18, 2021, from
[Link]

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APPENDIX B
SURVEY LETTER AND
QUESTIONNAIRE

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The Effects of Paradigm Shift to Blended Learning on the Research Skills of HUMSS Senior High
School Learners

Dear Respondents,

Good day!

The undersigned are the Grade 12 Senior High School learners of Saint Joseph Academy of San Jose
Batangas, Inc., taking up Humanities and Social Sciences strand and are currently conducting a
qualitative study entitled, “The Effects of Paradigm Shift to Blended Learning on the Research Skills of
HUMSS Senior High School Learners.”

In connection with this, we would like to ask for your participation to answer our questionnaire completely
and honestly. Your participation in this survey is highly valued. Rest assured that we will protect your
anonymity and your responses will be treated with the utmost confidentiality and will be used for
research purposes only.

We are looking forward to your active involvement in this matter.

Thank you very much!

Respectfully yours,

Aguila, Jomay A. Hernandez, Lhyka A.

Atienza, Wynona U. Leynes, MaryJoy G.
Caguimbal, Kyra L Leynes, Maybeline G.
Clerigo, Abegail Marie R. Persia, Jansen M.
Cometa, Marlene B. Pineda, Angelo U.
Dionco, Kristine F.

Noted: Approved:

Mr. Reynaldo P. Perez Mrs. Maria Ramona B. Cuenca

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Name (Optional): ___________________________

Sex: ___ Male ___ Female

Year Level: ___ 11 ___ 12

DIRECTIONS: Below are statements of experiences about studying and conducting research in the new
normal. Read and answer them carefully with integrity using the four-point scale provided. Select your
chosen answer and write your other opinion on the blank provided.

(Nasa ibaba ang mga pahayag ng mga karanasan tungkol sa pag-aaral at pagsasagawa ng
pagsasaliksik sa bagong sistema ng edukasyon. Basahin at sagutin itong mabuti nang may integridad
gamit ang ibinigay na apat na puntong sukat. Piliin ang iyong napiling sagot at isulat ang iyong iba pang
opinyon sa blangkong ibinigay.)

SA - Strongly Agree

A - Agree

D - Disagree

SD - Strongly Disagree

I. The effects of a paradigm shift to blended learning on the research skills of the respondents

A. Research Planning

SA A D SD

1. Communicating research plans around asynchronous and synchronous types

of learning was much more difficult compared to face-to-face team planning.
(Ang pakikipag-talastasan ukol sa mga plano sa pagsasaliksik sa paligid nang
hindi magkasabay at magkasabay na uri ng pag-aaral ay mas mahirap
kumpara sa isang harapang uri ng pag-aaral.)

2. Learners will be able to complete the tasks if they are doing it actively whether
in the synchronous or asynchronous type of communication. (Magagawa ng
mga mag-aaral na makumpleto ang mga gawain kung ginagawa nila itong
aktibo maging ang ginagamit nila ay ang harapan o hindi harapang uri ng
komunikasyon.)

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3. Challenges regarding members’ online submission of their research-related

tasks are experienced.
(Isa sa problemang nararanasan ng bawat grupo ay ang online na pagpapasa
ng research-related tasks.)

4. Cellular phones are the most commonly used device for communication with
groupmates.
(Ang telepono ang pinaka-pangkaraniwang ginagamit upang magkaroon ng
komunikasyon sa kagrupo.)

5. Online resources are well-organized and easy to access.

(Ang mga detalyeng makukuha online ay maayos at madaling ma-access.)

6. Having a plan and source in gathering related information about the study and
conducting a survey is easy to achieve because it can be done online without
hassle in printing the form.

(Ang pagkakaroon ng isang plano at mapagkukunan sa pagkalap ng mga

kaugnay na impormasyon tungkol sa pag-aaral at pagsasagawa ng isang
sarbey ay madaling makamit sapagkat maaari itong gawin sa online nang
walang abala sa pag-iimprinta ng form.)

B. Data Gathering

SA A D SD

1. Library visits are limited, hence references are mostly gathered by student-
researchers from online sources.
(Limitado ang mga pagbisita sa mga silid-aklatan kung kaya’t ang mga
sanggunian sa pagkuha ng impormasyon ay kalimitang kinukuha ng mga
mananaliksik sa mapagkukunang online.)

2. Student-researchers have to study online tools and applications since the

method of harvesting responses from research participants is conducted
online.
(Ang mga mag-aaral na mananaliksik ay kailangang mag-aral ng mga
kasangkapang online at aplikasyon dahil ang pamamaraan ng pag-aani ng
mga tugon mula sa mga kalahok sa pananaliksik ay isinasagawa sa online.)

3. Student-researchers must know the appropriate websites where content is

reliable and valid.
(Sa pangangalap ng impormasyon, dapat malaman ng mga mag-aaral ang
mga kinakailangang website kung saan ang kanilang nilalaman ay
maaasahan at may bisa.)

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4. Student-researchers need to evaluate and check the responses if it is correct

and accurate to the questions being asked.
(Sa pangangalap ng sagot ng bawat mag-aaral, kinakailangang aralin muna
ng mananaliksik ang sagot ng mga ito kung ito ay tama at angkop sa ibinigay
na katanungan.)

5. Student-researchers need to check first if they reach the target respondents in

their study.
(Sa pangangalap ng sagot ng bawat mag-aaral, kinakailangang i-tsek muna
ng mananaliksik kung naabot ba nila ang target na magsasagot para sa
kanilang pananaliksik.)

Student-researchers should use their time properly to avoid conflicts when it

comes to the responses of the target respondents. (Sa pangangalap ng sagot
ng bawat mag-aaral, kailangang gamitin nang tama ang oras ng bawat
mananaliksik upang maiwasan ang anumang problema hinggil sa sagot ng
bawat mag-aaral.)

C. Plagiarism and Information Source Evaluation

SA A D SD

The temptation to just copy others’ work is more persistent since everything is
conducted online. (Ang tuksong kopyahin lamang ang gawain ng iba ay mas
paulit-ulit dahil ang lahat ay isinasagawa sa online.)

2. Student-researchers underscore honesty and transparency of the information

gathered particularly with the constraints of plagiarism by using available
online checkers and editing tools.

(Ang mga mag-aaral na mananaliksik ay binibigyang-diin ang katapatan at

transparency ng impormasyong nakalap lalo na sa mga hadlang ng
pamamlahiya sa pamamagitan ng paggamit ng mga online checker at mga
kasangkapan sa pag-edit.)

3. Student-researchers use paraphrasing and summarizing tools online to avoid

plagiarism.
(Gumagamit ang mga mananaliksik ng mga kasangkapang online sa
paraphrasing at pagbubuod upang maiwasan ang pamamlahiya.)

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4. Student-researchers evaluate sources of information based on authority,

accuracy, objectivity and coverage.
(Ang mga mananaliksik ay sinusuri ang mga mapagkukunan ng impormasyon
ayon sa awtoridad, kawastuhan, kawalang-kinikilingan at saklaw.)

5. Student-researchers adhere to the guidelines of various citation styles (e.g.

APA or MLA).
(Upang maiwasan ang tuwirang panggagaya, ang mga mananaliksik ay
nararapat sumunod sa mga alituntunin ng istilo ng pagsipi (Halimbawa: Istilo
ng pagsipi ng APA o istilo ng pagsipi ng MLA).

6. Student-researchers must consider ethics together with integrity in evaluating

the sources and plagiarism.
(Sa pagsasagawa ng ebalwasyon ng mga pinagkunang sors at kung
nakagawa ng pamamlahiya, nararapat lamang na isaalang-alang ang etika,
integridad at pagiging matapat.)

D. Research questioning strategies

SA A D SD

1. I feel more scared to formulate research questions due to the scarcity of face-
to-face interaction with groupmates.
(Mas natatakot akong bumuo ng mga katanungan sa pagsasaliksik dahil sa
kakulangan ng harapang pakikipag-ugnayan sa mga kapangkat.)

2. I feel more hesitant to develop research questions and review related

literature due to limitations to access libraries and because of the pandemic.
(Mas nag-aalangan akong bumuo ng mga katanungan sa pananaliksik dahil
sa mga limitasyon sa pagbisita sa silid-aklatan at sa pandemyang
lumalaganap.)

3. I feel anxious in formulating research questions due to insufficient resources

(e.g. internet connection, gadgets, etc.)
(Nababahala ako sa pagbubuo ng mga katanungan sa pagsasaliksik dahil sa
hindi sapat na mapagkukunan (Halimbawa: Mahina ang koneksyon sa
internet, kakulangan ng sapat na mga gadgets, atbp.)

4. I feel more at ease to develop research questions because of our teamwork.

(Mas ramdam ko ang kadalian sa paggawa ng mga katanungan sa
pananaliksik dahil sa pagtutulungan ng aming grupo.)

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5. Online tools and applications are studied by student-researchers and are

employed in gathering responses from participants.
(Ang mga online na kasangkapan at aplikasyon ay pinag-aaralan ng mga
mag-aaral na mananaliksik at nagtatrabaho sa pangangalap ng mga tugon
mula sa mga kalahok.)

6. Student-researchers include more condensed and simplified questions to ask

the respondents since real-time clarifications from the latter are much harder
using remote technologies.
(Ang mga mananaliksik ay mayroong mas maraming kundisyon at pinasimple
ang mga katanungan sa mga respondente dahil ang pagbibigay-linaw sa
mismong oras ay mas mahirap sapagkat ang ginagamit ay pang-malayuang
teknolohiya.)

E. Analysis and interpretation

SA A D SD

1. Responses are easier to analyze with the use of graphs and other
calculations generated by the online tools used (i.e. Google Forms).

(Mas madaling bigyan ng interpretasyon ang mga nakalap na tugon sa

pamamagitan ng mga grap at mga kalkolasyon na mayroon ang mga online
tools tulad ng Google Forms.)

2. Responses are easier to collect with the help of social media platforms (e.g.
Messenger).

(Madaling makolekta ang mga tugon sa tulong ng platform ng social media

(Halimbawa: Messenger).

3. While dealing with the analysis and interpretation process, the student-
researchers need to critically and logically evaluate the result of each
response.

(Habang isinasagawa ang pagsusuri at interpretasyon, kailangan ng bawat

mananaliksik ang masusi at buong pagtutulungan sa pag-aaral ng lahat ng
mga nakuhang tugon.)

4. Interpretation and analysis of gathered responses are challenging due to the

unclarified answers from the respondents since real-time follow-up is not
readily accessible.

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(Ang mga tugon ay nakalilitong gawan ng mga interpretasyon at analisis dahil

sa hindi maayos na pagtugon ng mga respondents.)

5. Analysis and interpretation can be considered as one of the difficult parts

while conducting research.

(Ang pagsusuri at interpretasyon ay kinokonsiderang isa sa mahirap na

bahagi sa pagsasagawa ng pananaliksik.)

6. Due to the lack of connection with the respondents, it is not easy to collect
responses for analysis and interpretation.

(Ang mga tugon ay hindi madaling makalap para magawan ng interpretasyon

at analisis dahil sa kakulangan ng koneksyon sa mga respondents.)

II. The level of readiness of the respondents

A. Availability of technological devices

SA A D SD

1. I have the latest smartphones or laptops at home that I can use for research.

(Mayroon akong pinakabagong labas na uri ng telepono at kompyuter sa

bahay na maaaring magamit sa pananaliksik. )

2. I have prepaid or postpaid wifi or broadband at home.

(Mayroon akong prepaid o postpaid na wifi o broadband sa aming tahanan.)

3. I do not have smartphones, laptops or desktops at home to use in conducting

research.

(Wala akong bagong bersyon ng telepono o kompyuter sa bahay na

magagamit sa pananaliksik.)

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4. I only use mobile data to access the online media platform.

(Mobile data lamang ang mayroon ako upang makakonek sa mga online na
aplikasyon.)

5. It is easy for me to communicate and participate in accomplishing our tasks

because I have enough technology to use.

(Madali para sa akin na makipag-komunikasyon at makilahok sa aming

gawain dahil mayroon akong nagagamit na sapat na teknolohiya.)

6. From all the newly-invented technologies I have at home, it can give me a

comfortable and satisfying experience while studying and conducting
research.

(Mula sa lahat ng mga bagong likha na teknolohiya na mayroon ako sa

bahay, maaari itong magbigay ng komportable at kasiya-siyang karanasan
habang nag-aaral at nagsasagawa ng pananaliksik.)

B. Use of online platforms (i.e. Google or Microsoft apps)

SA A D SD

1. I am aware of available online tools and applications that can be used for the
research.

(Ako ay may alam na mga online tools at application na magagamit sa

pananaliksik.)

2. I am familiar with how to use these available online tools and applications.

(Alam ko kung paano gamitin ang mga online tools at application.)

3. My personal information is safe from hackers on the online platforms that I am

using.

(Ang aking mga personal na impormasyon ay ligtas sa mga hacker sa online

platform na aking ginagamit.)

4. Those online platforms are essential in encoding and formatting information

that is related to the research study during the new normal method of
conducting research.

(Ang mga online platforms ay napakahalaga sa pagtatayo at sa pagsasaayos

ng pormat ng mga impormasyon na may kaugnayan sa pananaliksik ngayong

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isinasagawa ito sa makabagong pamamaraan ng pananaliksik.)

5. I have experience in generating information, citations and necessary skills in

using online platforms.

(Mayroon akong karanasan sa pangangalap, pagsipi at mga kinakailangang

kakayahan sa paggamit ng mga online platform.)

6. I don't see any hindrances in online tools and applications in gathering data,
communicating to respondents and accomplishing the research study.

(Wala akong nakikitang balakid sa mga online tools na aking ginagamit lalo
na sa pangangalap ng impormasyon, pakikipag-usap sa mga respondents at
pagsasagawa ng pananaliksik.)

C. Good internet connectivity

SA A D SD

1. I have a reliable internet connection at home.

(Mayroon akong maaasahang internet koneksyon sa bahay.)

2. With the help of good connections, it helps us to do and perform the assigned
tasks easily.

(Sa tulong ng pagkakaroon ng magandang koneksyon, ito ay makatutulong

upang makatugon sa pangangailangan ng mananaliksik na maisagawa nang
maayos ang mga nakatakdang gawain sa kanya.)

3. I am more comfortable using wifi than mobile data.

(Mas komportable akong gamitin ang wifi kaysa mobile data lamang.)

4. I can afford to access the internet through wifi and mobile data connectivity.

(May kakayahan akong makasagap ng internet gamit ang wifi at mobile data
sa pagkonekta.)

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5. Having a good connection can cause different conflicts in every individual.

(Ang pagkakaroon ng maayos na koneksyon ay maaaring maging sanhi ng

problema sa bawat indibidwal.)

6. Because of having a good connection, individuals consume more time using

the internet.

(Dahil sa pagkakaroon ng maayos na koneksyon, mas maraming oras ang

nailalaan ng bawat indibidwal sa paggamit ng internet.)

7. Having a strong internet connection is much more difficult to rely upon due to
frequent telecommunication errors.

(Ang pagkakaroon ng malakas na internet koneksyon ay mas mahirap asahan

sa kadahilanang madalas ang pagkasira ng kanilang telecommunity service.)

D. Personal well-being

SA A D SD

1. The accomplishment of research during blended learning is dependent upon

the hard work and teamwork of every member in the group.

(Ang tagumpay ng pinaghalong pag-aaral sa pananaliksik ay nakasalalay sa

pagsusumikap at pagtutulungan ng bawat miyembro ng pangkat.)

2. It is hard to do research in blended learning because there are some

difficulties and conflicts that every learner experiences.

(Mahirap na makisabay sa pinaghalong pag-aaral dahil may ilang mga

paghihirap at pakikibaka na maaaring maranasan ng bawat mag-aaral.)

3. Research during blended learning can enrich and enhance the skills that
every learner has.

(Ang pinaghalong pag-aaral sa pagsasaliksik ay maaaring pagyamanin at

pagbutihin ang mga kasanayang mayroon ang bawat mag-aaral.)

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4. Having active participation of each member is one of the critical problems that
the learners struggled with due to their tardiness and being incompetent.

(Ang pagkakaroon ng aktibong partisipasyon ng bawat miyembro ay isa sa

mga problema na kinakaharap ng bawat grupo sa pagsasagawa ng isang
pananaliksik dahil sa kanilang katamaran at kawalang-kakayahan.)

5. The researchers have different perspectives in the study so that it causes

misunderstanding.

(Ang mga mananaliksik ay may ibat-ibang pananaw ukol sa pag-aaral kung

kaya't nagiging sanhi ito ng di-pagkakaunawaan ng bawat isa sa grupo.)

6. Blended learning takes advantage of all the fast learners but serves as a
struggle for those who aren't capable of learning online.

(Ang pinaghalong pag-aaral ay lubhang makatutulong para sa mga

estudyanteng mabilis matuto subalit para naman sa mga estudyanteng
walang sapat na kakayahang matuto online, ang pinaghalong pag-aaral ay
pahirap at pasakit sa kanila.)

III. Recommendations for the strengthening of research skills of HUMSS Senior High School learners
during blended learning

□ Student-researchers may seek for a prototype of the expected output which includes the format,
processes and templates as a form of guide in crafting their own. (Ang mga mag-aaral na mananaliksik
ay maaaring humingi ng prototype ng inaasahang awtput na kinabibilangan ng format, proseso at
template bilang isang uri ng gabay sa paggawa ng kanilang sariling pananaliksik.)

□ Use different trusted sites for searching possible reviews of related literature like [Link],
Researchgate, Microsoft Academic, Hindawi and Google Scholar. (Gumamit ng iba't ibang mga
mapagkakatiwalaang sites para sa paghahanap ng mga posibleng pagsusuri ng mga kaugnay na
panitikan tulad ng [Link], Researchgate, Microsoft Academic, Hindawi and Google Scholar.)

□ Use credible online platforms like [Link], Grammarly and [Link] for plagiarism checking,
summarizing and correcting of grammatical errors. (Gumamit ng mga mapagkakatiwalaang online
platform tulad ng [Link], Grammarly at [Link] para sa pagsisiyasat, paglalagom at
pagtatama ng mga mali sa gramatika.)

□ Student-researchers may establish easy access with the response form strategy which the
respondents may take part in answering questions. With proper format and details, the researchers may
be able to gather authentic information with inclusion of data privacy to protect the participants’
information or identity, similar to the traditional approach. On the other hand, if the needed information is
through a different approach such as an interview, researchers may set-up a video conference approach
with the participants. (Ang mga mag-aaral na mananaliksik ay maaaring magtatag ng madaling access

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sa istratehiya ng tugon na maaaring makibahagi sa pagsagot sa mga tanong. Gamit ang tamang format
at mga detalye, ang mga mananaliksik ay maaaring makatipon ng tunay na impormasyon na may
pagsasama ng data privacy upang protektahan ang impormasyon ng mga kalahok o pagkakakilanlan na
katulad ng sa tradisyunal na paraan ng pananaliksik. Sa kabilang banda, kung ang kinakailangang
impormasyon ay sa pamamagitan ng ibang paraan tulad ng interbyu, maaaring mag-set up ng video
conference ang mga kalahok.)

□ Student-researchers may meet and discuss their research using different room conference or meeting
applications to disclose and to share personal insights about the output they are crafting. Moreover,
applications such as Google Docs which the researchers could utilize in order for each member to add
or edit information on their own phase. Using these learning applications to collect multiple responses
from each member enables everyone to have full access and understanding of the progress of the
paper.

(Maaaring matugunan at talakayin ng mga estudyanteng nagsasaliksik ang kanilang pagsasaliksik gamit
ang iba't-ibang silid ng kumperensya o mga aplikasyon ng miting para ibunyag at magbahagi ng mga
personal na ideya tungkol sa awtput na kanilang binubuo. Bukod dito, ang mga application tulad ng
Google Docs ay maaaring gamitin ng mga mananaliksik upang ang bawat miyembro ay magdagdag o
mag-edit ng impormasyon sa kanilang sariling oras. Ang paggamit ng mga aplikasyong ito sa pagkatuto
upang mangolekta ng maraming sagot mula sa bawat miyembro ay nagbibigay-kakayahan sa lahat na
magkaroon ng ganap na access at pag-unawa sa pag-unlad ng papel.)

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APPENDIX C
SURVEY RESULTS

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3. Demographic Profile

3.1. Profile of SHS Respondents in Terms of Gender

3.2. Profile of SHS Respondents in Terms of Grade Level

4. Effects of Paradigm Shift to Blended Learning on the Research Skills of the

Respondents

4.1. Effects of Paradigm Shift to Blended Learning on the Research Skills of the
Respondents in Terms of Research Planning

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4.2. Effects of Paradigm Shift to Blended Learning on the Research Skills of the Respondents in Terms
of Data Gathering

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4.3. Effects of Paradigm Shift to Blended Learning on the Research Skills of the Respondents in Terms
of Plagiarism and Information Source Evaluation

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4.4. Effects of Paradigm Shift to Blended Learning on the Research Skills of the Respondents in Terms
of Research Questioning Strategies

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4.5. Effects of Paradigm Shift to Blended Learning on the Research Skills of the Respondents in Terms
of Analysis and Interpretation

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5. Level of Readiness of the Respondents

5.1. Level of Readiness of the Respondents in Terms of Availability of Technological Devices

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5.2. Level of Readiness of the Respondents in Terms of Use of Online Platforms

Humanities and Social Sciences (HUMSS) 86

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5.3. Level of Readiness of the Respondents in Terms of Good Internet Connectivity

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5.4. Level of Readiness of the Respondents in Terms of Personal Well-Being

Humanities and Social Sciences (HUMSS) 89

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Humanities and Social Sciences (HUMSS) 90

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6. Recommendations to Strengthen the Research Skills

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APPENDIX D
CURRICULUM VITAE

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Aguila, Jomay Alexandra A.

Poblacion 2, San Jose, Batangas
09277920176
jomayaguila@[Link]

PERSONAL INFORMATION
Date of Birth : May 19, 2002
Place of Birth : San Jose, Batangas
Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Jose H. Aguila
Mother’s Name : Zosima A.. Aguila

EDUCATIONAL ATTAINMENT

Senior High School

Humanities and Social Sciences (HUMSS)
Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
May 2021

Junior High School

Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
April 2019

Elementary Education
Padre Imo Luna Memorial Elementary School
Poblacion IV, San Jose, Batangas
March 2015

Humanities and Social Sciences (HUMSS) 93

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Atienza, Wynona Lorraine U.

Lumil, San Jose, Batangas
09662287160
wynonalorraineatienza@[Link]

PERSONAL INFORMATION
Date of Birth : June 07, 2003
Place of Birth : San Jose District Hospital
Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Nestor Morales Atienza
Mother’s Name : Marilyn Umali Atienza

EDUCATIONAL ATTAINMENT
Senior High School
Humanities and Social Sciences (HUMSS)
Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
May 2021

Junior High School

Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
April 2019

Elementary Education
Roman Ozaeta Memorial School
Lumil, San Jose, Batangas
March 2015

Humanities and Social Sciences (HUMSS) 94

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Caguimbal, Maria Krechelle Kyra L.

Calansayan, San Jose Batangas
09770318446
makrechellekyracaguimbal@[Link]

PERSONAL INFORMATION
Date of Birth : March 14,2003
Place of Birth : San Jose District Hospital
Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Erwin S. Caguimbal
Mother’s Name : Marinet M. Lagran

EDUCATIONAL ATTAINMENT

Senior High School

Humanities and Social Sciences (HUMSS)
Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
May 2021

Junior High School

Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
April 2019

Elementary Education
Padre Imo Luna Memorial Elementary School
Poblacion IV, San Jose, Batangas
March 2015

Humanities and Social Sciences (HUMSS) 95

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Clerigo, Abegail Marie R.

Mahabang Parang, Batangas City
099504949369
clerigoabegailmarie@[Link]

PERSONAL INFORMATION
Date of Birth : February 1, 2003
Place of Birth : Lucena Memorial Hospital
Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Gilbert T. Clerigo
Mother’s Name : Elizabeth R. Clerigo

EDUCATIONAL ATTAINMENT

Senior High School

Humanities and Social Sciences (HUMSS)
Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
May 2021

Junior High School

Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
April 2019

Elementary Education
Concepcion Elementary School
Concepcion, Batangas City
March 2015

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Cometa, Marlene B.
Bucal North, Batangas City
09633550518
marlenecometa611@[Link]

PERSONAL INFORMATION
Date of Birth : October 8, 2002
Place of Birth : San Jose District Hospital
Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Marcial H. Cometa
Mother’s Name : Myleen B. Cometa

EDUCATIONAL ATTAINMENT

Senior High School

Humanities and Social Sciences (HUMSS)
Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
May 2021

Junior High School

Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
April 2019

Elementary Education
Bucal Elementary School
Bucal Batangas City
2015

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Dionco, Kristine Joy F.

Pangao, Lipa City, Batangas
0995-266-2554
kristinedionco02@[Link]

PERSONAL INFORMATION
Date of Birth : June 22, 2003
Place of Birth : Pangao, Lipa City, Batangas
Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Renato V. Dionco
Mother’s Name : Miriam L. Ferrer

EDUCATIONAL ATTAINMENT

Senior High School

Humanities and Social Sciences (HUMSS)
Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
May 2021

Junior High School

Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
April 2019

Elementary Education
Rafael M. Lojo Memorial School
Lipa City, Batangas
March 2015

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Hernandez, Lhyka Kathleen A.

Galamay Amo, San Jose, Batangas
09636823021
lhykahernandez12@[Link]

PERSONAL INFORMATION
Date of Birth : June 12, 2002
Place of Birth : Batangas City Hospital
Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Lopito M. Hernandez
Mother’s Name : Kathryn A. Hernandez

EDUCATIONAL ATTAINMENT

Senior High School

Humanities and Social Sciences (HUMSS)
Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
May 2021

Junior High School

Holy Family Montessori of San Jose, Batangas, Incorporated
Poblacion IV, San Jose, Batangas
April 2019

Elementary Education
Padre Imo Luna Memorial Elementary School
Poblacion IV, San Jose, Batangas
March 2015

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Leynes, Mary Joy G.

Calansayan, San Jose, Batangas
09774692447
maryjoyleynes80@[Link]

PERSONAL INFORMATION
Date of Birth : January 07. 2003
Place of Birth : Batangas Regional Hospital
Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Jerry A. Leynes
Mother’s Name : Jean G. Leynes

EDUCATIONAL ATTAINMENT

Senior High School

Humanities and Social Sciences (HUMSS)
Saint Joseph Academy of San Jose, Batangas Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
May 2021

Junior High School

Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
April 2019

Elementary Education
Benigna Dimatatac Memorial Elementary School
Calansayan, San Jose,Batangas
March 2015

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Leynes, Maybeline G.
Calansayan, San Jose, Batangas
09777928151
maybelineleynes@[Link]

PERSONAL INFORMATION
Date of Birth : January 07. 2003
Place of Birth : Batangas Regional Hospital
Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Jerry A. Leynes
Mother’s Name : Jean G. Leynes

EDUCATIONAL ATTAINMENT

Senior High School

Humanities and Social Sciences (HUMSS)
Saint Joseph Academy of San Jose, Batangas Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
May 2021

Junior High School

Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
April 2019

Elementary Education
Benigna Dimatatac Memorial Elementary School
Calansayan, San Jose,Batangas
March 2015

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Persia, Janssen Miko M.

Sitio Putol, Taysan, San Jose, Batangas
09204575732
Janssenmikopersia@[Link]

PERSONAL INFORMATION
Date of Birth : July 04, 2003
Place of Birth : Mary Mediatrix Medical Center
Sex : Male
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Roman De Guzman Persia
Mother’s Name : Hiede Chavez Matala

EDUCATIONAL ATTAINMENT

Senior High School

Humanities and Social Sciences (HUMSS)
Saint Joseph Academy of San Jose, Batangas Incorporated
San Jose, Batangas
May 2021

Junior High School

Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
April 2019

Elementary Education
Taysan Elementary school
Taysan, San Jose, Batangas
March 2015

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Pineda, Mark Angelo U.

Mojon Tampoy, San Jose, Batangas
09462360843
Ap8015608@[Link]

PERSONAL INFORMATION
Date of Birth : April 21, 2003
Place of Birth : San Jose District Hospital
Sex : Male
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Jesus D. Pineda
Mother’s Name : Babylyn U. Pineda

EDUCATIONAL ATTAINMENT

Senior High School

Humanities and Social Sciences (HUMSS)
Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
May 2021

Junior High School

Saint Joseph Academy of San Jose, Batangas, Incorporated
J.A. de Villa St., Poblacion IV, San Jose, Batangas
April 2019

Elementary Education
Florencia A. Masilungan Memorial Elementary School
Mojon Tampoy San Jose, Batangas
March 2015

Humanities and Social Sciences (HUMSS) 103

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APPENDIX E
DOCUMENTATION AND
PHOTOS

Humanities and Social Sciences (HUMSS) 104

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of San Jose, Batangas, Incorporated
Senior High School Department
INQUIRIES, INVESTIGATIONS & IMMERSION

Searching for some ideas in choosing a thesis topic

Humanities and Social Sciences (HUMSS) 105

 SAINT JOSEPH ACADEMY
of San Jose, Batangas, Incorporated
Senior High School Department
INQUIRIES, INVESTIGATIONS & IMMERSION

Drafting the Chapters 1-5

Humanities and Social Sciences (HUMSS) 106

 SAINT JOSEPH ACADEMY
of San Jose, Batangas, Incorporated
Senior High School Department
INQUIRIES, INVESTIGATIONS & IMMERSION

Making the Survey Letter and Questionnaire

Listing and selecting the respondents

Humanities and Social Sciences (HUMSS) 107

 SAINT JOSEPH ACADEMY
of San Jose, Batangas, Incorporated
Senior High School Department
INQUIRIES, INVESTIGATIONS & IMMERSION

Citing the references of Chapter 2

Humanities and Social Sciences (HUMSS) 108