pee Republic of the Philippines | @ ey | Department of Education Research Journal Volume 1 Issue Number 1 | Zeal for Pro: ISSN: 2984-6501TABLE CONTENTS Title Special Support Strategy (SSS): An Aide in Modular Distance Learning of Students from Families with Low Educational Attainment Challenges, Coping Mechanism, and Learning Outcomes Using Modular Approach: A Learning Action Cell (LAC) ‘Training Effectiveness of Flipped-Blended Classroom Strategy in Teaching Mathematics Competence of the Learning Resource Evaluators (LREs) in Performing their Roles and Responsibilities: A Capability Building Program for Conformance Review Maximizing Mental Health and Psychological Support Services Poster: Aura in Enhancing Resiliency in the New Normal Addressing Challenges in the Implementation of Programs, Projects, and Activities in Youth Formation Division In-House Enhancement Training Employing Competency-based ‘Training (CBT) Approach on Grade 12 TVL-ICT-CSS Practical Performance Challenges, Coping Mechanisms, and Learning Experiences in Developing Self- Learning Modules: Capacitating Senior High School Science Module Writers Engaging Generation Z Learners in the New Normal Through ThinkTok Author Junnel B. Amarilla Kevin Jhon A. Argones Mark Andrew G. Francisco Ma. Madelene P. Mituda, EdD Creslil Sangrenes-Andaya, EdD Balsamo, Rowena B., PDO-IV Indin, Miriam A., MO-IV Aspiras, Ma. Eden G., PDO-II Algie B. Regafion Ma. Theresa C. Tarranza Romel C. Robledo Page ll a 45 54 65 73 83Special Support Strategy (SSS): An Aide in Modular Distance Learning of Students from Families with Low Educational Attainment Amarilla, Junnel B. Teacher I Mahayag School of Arts and Trades Department of Education, Division of Zamboanga del Sur [Link]@[Link] 09108179293 Abstract A modular distance modality is a learning approach that uses. self-learning modules in which learning takes place without teachers and students physically interacting. It is the preferred distance learning method in this new normal time However, learners from families with low educational attainment struggled to adapt to this innovation. This scenario paves the way for devising a Special Support Strategy (SSS) intervention. Moreover, this action research sought to determine the impact of SSS on students from families with low educational attainment. A mixed-method concurrent triangulation research design was maximized in this undertaking. The research participants were the 20 purposively chosen grade 12 students from Mahayag School of Arts and Trades during the School Year 2020-2021. Mean percentage score (MPS) and interrupted time series analysis was used to treat the study's quantitative data. The findings revealed that SSS has significantly increased students’ achievement levels as students’ mean scores were low during pretests. They significantly rose in the series of posttests administered after implementing the intervention. Moreover, in the qualitative phase, (1) ease of learning struggle, (2) boost in learners’ interest, and (3) relief of mental pressure came out to be the themes in the in- depth interview. Furthermore, these two conforming findings proved that SSS had a significant positive impact on learners, especially those from low educational attainment families. Keywords: family's educational attainment; modular distance learning; new normal; Special Support Strategy Introduction The global outbreak of the COVID-19 pandemic has spread worldwide, affecting almost all countries and territories. Governments throughout the world issued an advisory to exercise extreme caution. Handwashing, wearing face masks, physical distance, and avoiding big gatherings and assemblies have been used as public health initiatives. In order to mitigate or control the spread of the disease, lockdown, and stay- at-home techniques have been implemented (Sintema 2020). In education, the pandemic wreaked havoc on its system, affecting nearly 1.6 billion students in over 200 countries. Due to school and other learning space closures, more than 94 percent of the world's student population has been impacted (Pokhrel and Chhetri 2021). In the Philippines, ensuring the welfare of more than 27 million students enrolled in basic education alone calls for unwavering dedication despite the current health crisis. To not deprive learners of their right to quality education as stipulated in the 1987 Constitution article XIV, sections 1 and 2, Covid-19's public health emergency calls the Department of Education to be innovative and resourceful in delivering quality, accessible, relevant, and liberating education. ZamPen Research Journal | ISSN: 2984-6501Through DepEd Order No. 12, s. 2020, various learning modalities aimed at maintaining the delivery of high-quality education to Filipino learners were introduced. Among those different distance learning modalities, modular learning is the most popular type (Bernardo 2020). The survey spearheaded by the Department of Education (DepEd) showed that 8.8 million out of the 22.2 million enrolled learners preferred modular distance learning for the upcoming school year. Thus, this learning method is currently used by all public schools in the Philippines. Modular distance learning is a learning modality that uses Self-Learning Modules (SLM) based on the Department of Education's most essential learning capabilities (MELCS}. The modules include parts on motivation and assessment that serve as a comprehensive reference to the required competencies of both teachers and students. Teachers will keep track of the student's development through home visits but continuously observe the implemented health protocols and feedback mechanisms, guiding those who require further help (Manlangit et al. 2020). Moreover, this learning modality situates Filipino students to learn in the comfort of their homes and with limited contact with teachers that place parents or guardians as the learners’ model or the more knowledgeable other. However, in a survey conducted by Social Weather Stations (SWS) in March 2021, for families with children enrolled in school for the 2020-21 school year, 89% of them perceived modular learning to be "more difficult” than traditional face -to-face instruction (Mercado 2021). Although schools give printed materials and some give internet support, parents have expressed concern that the existing system forces students to study independently. This problem was also proven in the findings of Dangle and Sumaoang (2020) in their study on implementing modular learning in public secondary schools in the Philippines. It was found that students had difficulty with self-studying, and parents lacked the knowledge to academically guide their child/children (Herliandry et al. 2020) Locally, this scenario is also deemed true at Mahayag School of Arts and Trades. From the observation and casual conversation with the parents whenever they go to school to return and get a new self-learning module, most of them expressed the same sentiments that their son/daughter was struggling in learning independently and did not know how to help their respective child. Approximately eighty percent of the senior high school parents/guardians shared the same problem regarding this modular learning modality. A survey revealed that the educational attainment of any member of the family of those struggling learners was at most a high school graduate only. According to Brossard, Kamei, and Correa (2020) parents’ lack of education and ability to provide support for homework crucially affect child learning outcomes, especially during school closures. As a result, learners from families with low educational attainment had little or no progress while learning from home. Thus, learning loss was most pronounced among students from disadvantaged homes (Engzell, Frey, and Verhagen 2021). This emerging problem should not hamper every learner's right to attain meaningful learning. Article XIV, Section 1 of the 1987 Constitution kept reminding us of what must be due to our learners. This right must always be preserved, and the Department of Education is responsible for providing learning opportunities notwithstanding the national emergency of COVID-19, even though the Basic Education Learning Continuity Plan (BE-LCP) is perfectly crafted to cater to the learner's need for quality education during this pandemic. Nevertheless, it cannot be denied that there were gray areas on the receiving end on the part of the learners. As one of the primary movers in the delivery of quality education in the department, it is a teacher's responsibility to help find a way to solve this existing problem to enhance the quality of education the learners receive in this new normal time. Region IX3 With these, a Special Support Strategy (SSS) was created with the drive to address the learners’ struggles, especially those from low educational attainment families where they were most likely to have less access to different aspects of information and support. It is a strategy that wishes to lighten the burden of students to achieve meaningful learning in this new normal time. This action research aims to determine the impact of this devised intervention on students learning through modular distance modality. Hence, the outcome of this undertaking could be an excellent contribution to ensuring the delivery of quality education despite this pandemic. Innovation, Intervention, and Strategy. The researcher invented an intervention called Special Support Strategy (SSS). It addresses learners’ difficulty in self-learning and the problem with parents’ lack of knowledge to guide them academically, as described by Dangle and Sumaoang (2020). This strategy is anchored on the idea of the scaffolding technique. Nevertheless, this intervention's very purpose is to give students the academic support. Moreover, it aims to ease the burden of students from families with low educational attainment in achieving meaningful learning through modular distance modality. This strategy is designed specifically for the learners from families with low educational attainment but is not limited to them. There are three primary forms of this strategy: (a) the Buddy System approach, the teacher-KaPurok sympathy approach, and (c) the foster family approach. The first SSS form is known as the buddy system approach. It refers to the extra help provided to a student by a co-grade learner who is academically capable and lives close to the struggling student's house. The identified academically talented co-grade learner is called buddy. The buddy's role is to assist the struggling student in comprehending the module's topics and activities. The teacher is the one who identifies and assigns a designated buddy to those students who qualify for special assistance. The second form is referred to as teacher-kapurok sympathy. It refers to the designated student receiving extra help from a teacher or some other "Purok" member to complete the module lessons. The teacher must establish a strong linkage with the barangay local government unit to make this type or form possible. As a result, individuals within the barangay with a strong sense of volunteerism in helping others have the opportunity to be included in this second "SSS" form. The third approach is known as the foster family approach. It relates to the extra help provided by a family with a high educational background who lives close to the struggling student's home. Lastly, the type of special support given to identified struggling learners mainly relies on which of those types is more convenient and can minimize learners movement from other places. Thus, the utmost priority is ensuring first learners’ health safety without hampering their learning. Action Research Questions. This action research attempts to probe that special support strategy could address the learning struggle of students from disadvantaged homes. Moreover, it determines the impact of the Special Support System (SSS) on learning of students from families with low educational attainment who are studying through a modular approach in this new normal time in Mahayag School of Arts and Trade, Mahayag North District, Division of Zamboanga del Sur, School Year 2020-2021. Specifically, this sought to answer the following queries: [Link] is the level of students’ achievement using the Special Support Strategy in the series of pretests and posttests conducted? 2.1s there a significant difference between the students’ pretests and posttests achievement levels? [Link] is the participants’ experience regarding their learning through a modular distance learning approach with the Special Support Strategy? [Link] on the study findings, what is the impact of the Special Support Strategy on those students from families with low educational attainment? ZamPen Research Journal | ISSN: 2984-6501Research Method Research Design The current action research employed a mixed-method concurrent triangulation research design. This model uses quantitative and qualitative data collection and analysis separately. Then, the results are converged during the interpretation (Creswell 1999). Specifically, the qualitative phase maximized interrupted time-series research design, and phenomenological research design was used in the qualitative phase. This research design is considered appropriate for this undertaking because this study's main objective is to determine the impact of SSS quantitatively and qualitatively on students in this modular distance learning. Both results are compared if they conform with one another. Thus, it would lead to a sound basis if SSS is an aide in students’ leaning in a modular approach. Research Participants The participants of this study were the twenty grade twelve students of Mahayag School of Arts and Trades, the School Year 2020-2021. The researcher believed these participants were the most mature among other lower-grade students. Nevertheless, it was assumed that they could provide more appropriate and refined data for this study. In the quantitative phase, twenty purposively chosen students who qualify to the criterion that they must be from families with low educational attainment were the ones who experienced the intervention. Specifically, these were students whose parents and other members of the family's educational attainment were at an elementary level, a high school undergraduate, or most a high school graduate only. Thus, no one in the family who is at least a college level or above from it. While in the qualitative phase, eight out of the initial twenty students were utilized to undergo an in-depth interview about their experience on SSS. These were students whose parents and family members only were at most elementary graduates. Research Instrument The researcher-made achievement tests for the series of pretests and the posttests were used in this study. It undergoes face validity only as some panel of experts was checking it within the school. Interview-guide questions were maximized in the qualitative phase of this undertaking, and the researcher himself conducted the in- depth interview Data Gathering Procedure To ensure the integrity of the research conduct, the researcher secured permission from the office of the school principal on her consent allowing the researcher to conduct this study that aims to address the student's struggles with self-learning in this new normal time. Upon approval, a set of participants was purposively identified to probe the impact of "SSS" on their learning. As an indispensable step in the data collection phase, the research participants were wholly informed about the purpose and significance of the study and their involved commitment and protection of confidentiality. Nevertheless, informed consent was requested first from them. After such, the researcher established a strong linkage with the stakeholders by searching for some special assistance that could be provided to the research participants, such as a buddy scheme, teacher-kapurok, and foster family approach. After all the students already had special support, a series of researcher-made pretests were administered. Region IXThen, during the application of the intervention, the researchers simultaneously conducted an in-depth interview with eight students who were significantly in need of special support to achieve meaningful learning. The interview was done to determine their perception of special support in their studies. After such, a series of posttests were given to all the participants. Lastly, the gathered quantitative and qualitative data were analyzed and interpreted simultaneously. Hence, both findings were presented and took part as the basis of whether this strategy was effective. Data Analysis This research undertaking utilized the mixed method concurrent triangulation research design. It follows that both quantitative and qualitative data were simultaneously gathered. The quantitative data were the scores of students in a series of pretests and posttests. Moreover, the qualitative data were transcribed from interviews with some research participants. Separate analyses of quantitative and qualitative data were strictly observed. Then, both findings were compared if they conformed with one another. Furthermore, in the analysis of the quantitative data, descriptive statistics such as mean, mean percentage score (MPS) and its descriptive equivalent were used to describe students’ achievement level in the pretests and posttests. The scoring system was adopted from DepEd Memo No. 160, s. 2012. Specified below is the mastery /achievement level: MASTERY / ACHIEVEMENT LEVEL. MPS Descriptive Equivalent 96 - 100% Mastered 86 - 95% Closely Approximating Mastery 66 - 85% Moving Towards Mastery 35-65% Average 15-34% Low 5- 14% Very Low 0-4% Absolutely No Mastery Interrupted time series analysis was maximized as well to track if there was a significant difference between the achievement levels of students in the pretests and posttests, respectively. Then, to assess the effect of the intervention also. In the analysis of the qualitative data, a thematic analysis was used to interpret students’ experiences regarding the intervention. Results and Discussion The significant findings of this study, analysis, and interpretation of data gathered to elucidate the impact of Special Support Strategy "SSS" on the studies of learners through modular approach modality are hereby stressed. Table 1 below displays the students’ level of achievement in terms of mean percentage scores (MPS) in the series of pretests and posttests. In the pretest series, the MPS are 34%, 42%, and 38.3 %, respectively. Accordingly, its descriptive equivalents to students’ achievement level are low on the first pretest and average on both the second and third pretests. Then, in the series of posttests, the MPS were 79.5%, 74.5%, and 88.5%, respectively. Moving towards mastery is the students’ achievement level in the first two posttests and closely approximating mastery on the last posttest. ZamPen Research Journal | ISSN: 2984-6501Table 1: Students' Achievement Level Before and After Experiencing the Intervention Test Mean Percentage pescriptive Equivalent 1st Pretest 34% low 2nd Pretest 42% Average 3rd Pretest 38.3% Average Ist Post Test 79.5% Moving Towards Mastery 2nd Post Test 74.5% Moving Towards Mastery 3rd Post Test 88.5% Closely Approximating Mastery Figure 1 presents the interrupted time series analysis of pretests and the posttests. mean scores of students before and after experiencing the intervention. The mean scores in the series of pretests were 3.4, 4.2, and 3.83, respectively. While in the series of posttests, the computed mean scores were 7.95, 7.45, and 8.85. The data clearly shows that students' mean scores were low during the pretests compared to the student's scores in the posttests. Moreover, it can be seen that students’ mean scores significantly arouse after the implementation of the intervention, as represented by the borderline. The undeniable significant increase of mean scores of students after experiencing the intervention entails a lot on the impact of SSS on students’ achievement level during this pandemic. Figure 1: Interrupted Time Series Analysis of the Pretest and Posttest Mean Scores of Students 9 8 a7 Q 8 6 Qs Zz Legend 4 : O- pretest 53 . posttest X- intervention 1 0 Oz O; X a a as TEST ADMINISTERED However, amid this pandemic, data were gathered not face-to-face. Hence the researcher is following the health safety protocol. The question of how reliable the students’ posttests scores in this study is one of the struggles the researcher had met. Moreover, to corroborate the quantitative findings of this study, research participants’ Region IXperceptions concerning their experience with the intervention were simultaneously gathered. Maximizing Delahunt's (2017) coding matrix, the following themes were obtained: Ease Learning Struggle. Understanding the module or learning activity sheet independently by the student is a struggle (Gueta and Janer 2020). Learners significantly experiencing difficulty are those having no physical guidance from any knowledgeable other. Yet, this problem is profound for learners from disadvantaged homes (Engzell, Frey and Verhagen 2021). However, a Special Support Strategy was found to have addressed this issue as participants 1 and 2 have expressed that the intervention had eased their learning struggles. “Napasayon ra gyud ang pag answer kung naa makatabang og explain sa mga lisod sabton nga parte sa modyul.[It is easy now to answer the activities in the modules because there will be someone I could ask for on those part that I hardly understand ] -P1 “Mas pabor ang pag answer sa modyul kung naa makatabang nga nakabalo sa topic. Kay naa ra man mapangutan an ko sa akoa mga Kalibog,” [It is better to answer the module if there will be someone who will help and knows about the topic because my confusions will be directly address.| -P2 This themed exhibits that SSS has the quality of effective teaching strategy as Killen (2007) said that an effective teaching strategy is the one that caters to the needs of the learners to let them achieve meaningful learning. Thus, seeking a strong support group will inspire the learners to conquer exhausting problems as they will be guided in the learning process (Baraquia 2022). Boost Learners’ Interest. Interest is a powerful motivational process that energizes learning and guides academic and career paths (Renninger and Hidi 2019). In teaching, learners’ interests must be kept intact throughout the teaching-learning process in order for the students to achieve meaningful learning. Moreover, it is the teacher's responsibility to look for a strategy that would arouse and keep students interested throughout the learning experience. During this pandemic, students remarkably lost motivation and learning performance (Tan 2020). With this, it urged teachers to be innovative this time in order to boost students’ interest. Luckily, a special support strategy has shown a good effect on leamers’ interest. It was found that SSS had pushed leamers to answer their modules though there were times that they felt like being lazy as P2 and P5 stressed that having the intervention gives them a sort of encouragement to answer their modules. “Naa gyud panahon nga tapulan kaayo ko moanswer sa module pero kay naa man makatabang nako sa akoa kalibog mao nga ganahan ko moanswer nalang gyud og egrab ang opportunity mentras naa motabang.” [There were times that I feit lazy in answering my modules, however, since there is someone who willingly help me in explaining and clarifying difficult parts of the topic, so I felt motivated with it and waste no time of having such opportunity.] -P2 ZamPen Research Journal | ISSN: 2984-6501“Mapugos ko moanswer na usahay imbis nga kapuiyan unta ko. Unya naa man akoa klasmate...siya man ang giassign ni Sir nga motabang nako pasabot sa module” [I am somehow forced to answer the module since my classmate was here already. However, she was the one that my teacher assigned to me to help me understand the module.] -P5 This emerging theme supported the idea of several authors. Like on Amjah (2014) about the right strategies in teaching. He emphasized that the right strategies are those who let students to be interested in learning. Then, on Bidabadi et al. (2016) stressed out that a good teaching strategy helps the students to question their preconceptions and motivates them to learn. Moreover, interest and involvement in the learning process are essential elements to stimulate the learners (Baraquia 2019). Relief on Mental Pressure. Students are at a higher risk of social isolation and the development of mental health problems during the COVID-19 crisis, as stressed by Elmer et al. (2020). Nevertheless, struggling to understand the modules added to the development of mental health problems for the learners. However, a Special Support Strategy (SSS) gave a positive mindset to learners from families with low educational attainment that they were not alone in fighting mental pressure brought by individually answering modules where of which they were not used. This was proven in the statement of participant 4 (P4) below. “Maynalang gyud nga naa ra jud makatabang nako nga makatubag sa akoa kalibog sa pag answer sa modyul. Kay dire sa balay wala jud maka tabang nako kay si mama og papa . . elementary ra kutob. Niya si ate pa jud [Sir] kay highschool graduate pero wala daw siya kaagi ane sab [Link] ko mabuang atong una [sir] nga dili ko kasabot unya unsaon nalang nako ni.” {I am fortunate that there will be someone who always help me in clarifying some confusions I’ve met in answering the module. Because here in our house, there will be no one that could help me with it since my mother and father is only an elementary graduate. Then, my elder sister is a high school graduate. However, she said that she didn’t meet any of the topics in the module before. I felt paranoid at first on what should to do with it]. - P4 This last theme depicts that SSS has addressed the challenge of Becker (2021) as he emphasized that educators are vital in protecting student mental health during the COVID-19 pandemic. As for students struggling in learning, resources for help must be out there. The best thing to do is to connect the students to the best form of available support, whether in their homes, schools, or communities. Thus, SSS's primary role is to support learners in their learning struggles, and it even relieves their mental pressure during this time. The study's quantitative and qualitative findings are clearly in consonance with each other. It unarguably shows that ‘SSS’ has an enormous positive impact on the modular approach modality learners in this new normal time. Region IX9 This result conforms with the findings of Van De Pol, Volman, and Beishuizen (2010) in their research about scaffolding in teacher-student interaction, where they concluded that scaffolding [like having special support] is very effective in the teaching-learning process and it is more potent to improve students’ academic achievement (Boris 2020). Lastly, the result implies that a special support strategy is a promising innovation to complement students’ attainment of meaningful learning with modular distance modality. Conclusion and Recommendations This study seeks to establish a claim on the impact of Special Support Strategy (SSS) on students learning through modular distance modality. The data revealed a significant increase in students’ achievement levels after students experienced the intervention, based on what was depicted in the interrupted time series analysis graph. Moreover, the qualitative phase showed that SSS had eased learning struggles, boosted leamers' interest, and relieved mental pressure. Hence, those were the emerging theme from the in-depth interview. The conforming results of this study's quantitative and qualitative phases clearly show that the Special Support Strategy (SSS) had addressed the current struggle on self-learning of students from low-educational attainment families on modular distance modality. It even serves as a motivating factor and relieves the mental pressure most students need in this new normal time. Moreover, SSS is a suitable intervention that contributes to ensuring the delivery of quality education despite this pandemic. Thus, SSS is undoubtedly an aid to students learning in modular distance modality. Further, the outcome of the study recommended the following: (a] SSS must be considered by the teachers as one of the effective strategies to be maximized during this time, and (b) modification or strengthening of this strategy by the panel of experts in the education would be of big help to attain much meaningful learning on the part of the learners. References Amjah, Dk Yusimah Pg H. 2014. "A study of teachers’ strategies so develop students’ interest towards learning English as a second language." Procedia-Social and Behavioral Sciences 134: 188-192 Baraquia, Lee G. 2019. “Students’ Science Engagement Scale (SSES): Developing the Constructs to Measure Science Engagement.” Panagdait Multidisciplinary Research Journal 1, no. 1., 99-110. Baraquia, Lee G. 2022. “Teachers’ Coping Strategies with the Challenges in the Department of Education: A Phenomenological Study.” Panagdait Journal of Learning, Culture, and Educational Trends 2, no. 1., 69-80. Becker, Marty Swanbrow. 2021. "Educators are key in protecting student mental health during the COVID-19 pandemic." The Brown Center Chalkboard. Bemardo, Jaehwa. 2020. "Modular Learning most preferred parents: DepEd. ABS-CBN News." Bidabadi, Nahid Shirani, Anmmadreza Nasr Isfahani, Amir Rouhollahi, and Roya Khalili. 2016. “Effective teaching methods in higher education: requirements and barriers." Journal of advances in medical education & professionalism 4, no. 4: 170. Boris, Olufunke O. 2020. "Effects of Problem Solving Teaching Strategy on Secondary School Students’ Academic Performance in Chemistry in Ondo State, Nigeria.” IJRAR-International Journal of Research and ‘Analytical Reviews 7, no. 2: 74-80. Brossard, Matt, Akito Kamei and Javier Santiago Ortiz Correa. 2020. "Despina Karamperidou, Nikoletta Theodorou, Thomas Dreesen." ZamPen Research Journal | ISSN: 2984-6501Constitution of the Republic of the Philippines, 2 February 1987. Creswell, John W. 1999, "Mixed-method research: Introduction and application." In Handbook of educational policy, pp. 455-472. Academic Press. Dangle, Ysthr Rave P. and Johnine D. Sumaoang. 2020. "The implementation of modular distance learning in the Philippine secondary public schools.” In 3rd International Conference on Advanced Research in Teaching and Education, vol. 100, p. 108. Delahunt, Charles Boise. 2017. Smart as a Bug: A Computational Model of Learning in the Moth Olfactory Network, with Applications to Neural Nets. Diss. Department of Education Memorandum No. 160, s. 2012. Maximizing Utilization of the National Achievement Test (NAT) Results to Raise the Achievement Levels in Low Performing Schools. Department of Education Order No. 12, s. 2020. Adoption of the Basic Education Learning Continuity Plan for SY 2020-2021 in light of the COVID-19 Public Health Emergency. Elmer, Timon, Kieran Mepham and Christoph Stadtfeld. 2020. "Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland." Plos one 15, no. 7: 0236337. Engzell, Per, Arun Frey and Mark D. Verhagen. 2021. "Learning loss due to school closures during the COVID-19 pandemic.” Proceedings of the National Academy of Sciences 118, no. 17. Gueta, Maricar F. and Susan S. Janer. 2021. "Distance Learning Challenges on the Use of Self-Learning Module." United International Journal for Research & Technology 2, no. 07. Herliandry, Luh Devi, Nurhasanah Nurhasanah, Maria Enjelina Suban and Heru Kuswanto. 2020. "Pembelajaran pada masa pandemi covid-19." JTP-Jurnal Teknologi Pendidikan 22, no. 1: 65-70. Killen, Roy. 2007. Teaching strategies for outcomes-based education. Juta and ‘Company Ltd. Manlangit, P., A. M. Paglumotan, and 8. C. Sapera. 2020. "Nanay, handa na ba kayong maging tagapagdaloy? Supercharging Filipino parents is key for successful modular distance learning." FlipScience. Retrieved on March 14 (2020). Mercado, Neil Arwin. 2021. “SWS: 89% of families say blended learning is harder than face-to-face classes”. [Link], March 14, 2021. Pokhrel, Sumitra and Roshan Chhetri. 2021. "A literature review on impact of COVID- 19 pandemic on teaching and learning.” Higher Education for the Future 8, no. 1: 133-141. Renninger, K. Ann and Suzanne E. Hidi. 2019. "Interest development and learning. Sintema, Edgar John. 2020. "Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education." Eurasia Journal of Mathematics, Science and Technology Education 16, no. 7: em1851. Tan, Consilz. 2020. "The impact of COVID-19 on student motivation, community of inquiry and learning performance.” Asian Education and Development Studies Van de Pol, Janneke, Monique Volman, and Jos Beishuizen. 2010. "Scaffolding in teacher-student interaction:’ A decade of research." Educationai psychology review 22, no. 3: 271-296 Region IXChallenges, Coping Mechanism, and Learning Outcomes Using Modular Approach: A Learning Action Cell (LAC) Training Argones, Kevin Jhon A. Teacher I Napolan National High School, Pagadian City Department of Education, Division of Pagadian City [Link]@[Link] Abstract This study investigated the Challenges, Coping Mechanisms, and Learning Outcomes of the students using the Modular Approach. This research study was conducted at Napolan National High School during the School Year 2020 - 2021. The quantitative aspect of this study employed a survey questionnaire. This study utilized statistical tools such as mean, standard deviation, and Pearson correlation. The extent to which students encountered the challenges in the new normal using the Modular Approach revealed a high result. In the same manner, the extent to which students manifested coping mechanisms to the different challenges in the new normal using a modular approach revealed a high result. On the other hand, students’ level of learning outcomes using modular approach revealed a satisfactory result using the Pearson r correlation. The study results showed a high positive correlation between the coping mechanism and learning outcomes of the students, which means that the students’ learning outcomes depend on their coping ‘mechanisms. The findings of this research study significantly imply that students have experienced various challenges in the modular learning approach and show a significant relationship between the level of learning outcomes and coping mechanisms among the students. Keywords: challenges and coping mechanism; learning delivery; learning outcomes; modular approach Introduction The coronavirus disease (COVID-19) outbreak causes a drastic change in the world that affects our typical day-to-day activities. This outbreak brought significant economic, transportation, recreation, and education gaps, causing several disruptions from the school system's opening worldwide. Many countries have decided to suspend the schools’ opening because of the high risk of spreading the disease since it spreads very fast in just a couple of weeks and months, and there is no specific country in the world that is immune to this disease. Nonetheless, the progress of researching and producing a vaccine is at hand. According to the figures reported on the Department of Health (DOH) website, our country, the Philippines have 336,926 total recorded cases; 54,594 are active cases in the record, of which 17 active cases come from our city as of October 10, 2020. Hence, the government decided to suspend the opening of the school year 2020-2021. This outbreak challenges the country's education sector to develop an alternative plan to continue the students’ education, considering the effects if it stops. Thus, the department issued DepEd Order No.012, s.2020, also known as the "Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the COVID-19 Public Health Emergency" to address the challenges posed in the education and ensure the learning continuity in the country. Moreover, according to the press release in the DepEd website, the Department of Education, headed by the Secretary of Education Leonor Magtolis Briones, together with the ministers of education in the Southeast Asian ZamPen Research Journal | ISSN: 2984-650112 nations, lay down their different strategies to continue the education in response to the coronavirus disease (COVID-19) during the first southeast Asian Ministers of Education Organization (SEAMEO) Ministerial Policy e-Forum held last June 18, 2020. This action means that the department is doing its best to ensure that instruction delivery will continue throughout the country by working collaboratively with other nations amidst the global crisis. Along with this pandemic, a new usual way of delivering education to the students has shifted from the typical face-to-face education to non-face-to-face instruction. Thus, the Department of Education identified multiple essential learning modalities to continue providing education to our 27,008,605 students in the country, of which 1,039,924 students come from Region IX (Deped Order No. 012, s. 2020 "The Basic Education Learning Continuity Plan in the Time of COVID -19") like modular distance learning, online distance learning, TV/Radio-based instruction, blended learning, and homeschooling. These learning modalities are almost new to our students used in the delivery of education. Hence, the student's learning outcome might be affected positively or negatively, and teachers will encounter several challenges in carrying out the different learning modalities. The modular teaching approach is not new since it is one of the most common and recognized teaching-learning techniques used in the United States, Australia, and many other Western countries, including the Asian region (Sejpal 2013). The modular learning approach can deliver most subjects like Science, Mathematics, and Language to our students to learn the lesson independently. Khan Academy has successfully created and offered online modular packages to help students master many subjects. The Khan Academy is one of the familiar online sources used for reference, especially in science since they comprehensively explain specific lessons. They have a library of more than 4300 videos designed to tutor students through clear learning objectives and offer an example. However, learning science can be more meaningful with hands- on activities, problem-based learning, an inquiry-based approach, and immediate follow-ups. Sahin (2009) explained that problem-based learning involves teaching how to resolve problems in the real world through experiential learning and facilitating. Students’ interactions with other students stimulate them to become aware of their cognitive processing (Larkin 2006). Students need time to speak and discuss their ideas, aside from learning the lesson by reading materials and activities. Inquiry-based learning in science is highly encouraged to use since it stimulates the students’ minds to think beyond knowing that the role of the students as passive learners of a static body of knowledge in the past is no longer relevant today; thus, replacing to active learners is an essential one where they scrutinize information through examining data, formulating a hypothesis, and constructing knowledge (Fernandez 2017). The lack of face-to-face instruction hinders teachers from doing immediate action such as scaffolding them to attain their proximal development in learning the lesson. Since all schools in the region opted to have the modular learning approach based on the research conducted by the Department of Education for this school year, the researcher wanted to investigate how students respond to this approach - their challenges, coping mechanisms, and learning outcomes. Innovation, Intervention, and Strategy. Education is a fundamental human right. Every child is entitled to enjoy this right. Hence, the Department of Education pushes the school year's opening for the continuity of education for everyone amidst the global outbreak. The researcher administered a survey type questionnaire to the respondents. And based on the results, the researcher drafted a training framework for teachers on making supplementary materials like Strategic Intervention Material (SIM) and Leaning Activity Sheets (LAS) in the new normal using the modular approach and implemented this training through LAC sessions. Region IX13 Moreover, upon assessing the students’ learning outcomes for the first quarter, the researcher provided essential intervention to whatever suits the students need to enhance their learning outcomes to ensure that the students are free from confusion and doubts about the lesson. The researcher conducted a group consultation through video teleconference, group chats, phone calls, and text messages to facilitate the students’ learning. ‘Action Research Questions. As the opening of classes has already commenced amidst this global crisis, many parents, so with teachers, ask about their child's learning outcome so with the challenges met by the students in carrying out this new usual way. Several questions that are viral in social media are, is it effective in educating the students? Does modular learning modality impart knowledge to the students? Thus, this action research intended to investigate the Challenges, Coping Mechanisms, and Learning Outcomes in the New Normal using the Modular Approach. Specifically, this action research sought to answer the following questions: To what extent do students encounter the challenges in the new normal using a Modular Approach? . To what extent do students manifest the coping mechanisms to the different challenges in the new normal using a modular approach? . What is the level of learning outcomes of students using the modular approach? 4. Is there a significant relationship between the coping mechanism and students’ learning outcome in the new normal using modular approach? eon Research Method Research Design In this study, the researcher utilized the quantitative-correlational research design. Quantitative data were gathered on the extent to which students encountered the challenges and the extent to which students manifested the coping mechanisms to the different challenges in the new normal using modular approach. The level of learning outcomes of students using the modular approach was also gathered in this research. Correlational design was also employed to test the significant relationship between the coping mechanism and learning outcomes of students in the new normal using modular approach. Research Participants This study was conducted at Napolan National High School, Napolan, Pagadian City, during the school year 2020-2021. Purposive sampling was utilized in choosing all forty (40) Grade 10 Eagle students at the said school to participate as the study's respondents. These research participants are under the Science class of the researcher. Research Instrument The researcher utilized self-made survey-type questionnaires. The first questionnaire consists of fifteen (15) items that measure the extent to which students encountered the challenges in the new normal using a Modular Approach. The subsequent part of the instrument is a ten (10)-item questionnaire used to measure the extent to which students manifested the coping mechanisms to the different challenges in the new normal using a modular approach. The questionnaires of this study underwent the test of validity and reliability by the selected school heads and master teachers at the selected schools in the Division of Pagadian City with a Cronbach's alpha value of 0.884 and 0.885, respectively. This value is more than the standard, which is 0.70, interpreted as highly reliable. ZamPen Research Journal | ISSN: 2984-650114 Data Gathering Procedure ‘The researcher secured permission from the office of the school principal for the conduct of this study. The researcher conducted orientation with the participants about the nature, purpose, and benefits of the action research. Using a questionnaire, quantitative data were gathered on the extent to which students encountered the challenges and the extent to which students manifested the coping mechanisms to the different challenges in the new normal using modular approach. The first quarter grades of students were gathered to study the learning outcomes in the new normal. More so, the ethical considerations were strictly observed during the conduct of this study, and no information leaked out that can be trackback to them. The researcher ensured the anonymity of all the data gathered from the respondents, like the responses to the survey questionnaire and their grade that was used for the learning outcomes. Consent forms were given to the respondents to ensure voluntary participation in this study. Data Analysis Descriptive statistics such as mean and standard deviation were utilized in describing the extent to which the students encountered the challenges and the extent to which they manifested the coping mechanisms to the different challenges in the new normal using modular approach. The researcher computed the grade point average and the standard deviation to get the level of the students’ learning outcome in the new normal using the Modular Learning Modality. The Grading Scale with its corresponding descriptors were adapted from the DepEd Memo No. 8, s. 2015 page 16. The following scale was used to describe the level of students’ learning outcomes: 90-100% Outstanding; 85-89% Very Satisfactory; 80-84% Satisfactory; 75-79% Fairly Satisfactory; and Below 75 Did Not Meet Expectations. Furthermore, the Pearson r correlation is used to test the relationship between students’ coping mechanisms and their learning outcomes in the new normal using the modular approach. Results and Discussion The extent to which students encountered the challenges in the new normal using a Modular Approach. Table 1 shows the extent to which students encountered the challenges in the new normal using modular approach in the science subject. The data shows an overall mean score of 3.05, which is interpreted as HIGH. This means that students encountered high challenges in the new normal using the modular approach. Modular distance learning does not provide immediate feedback compared to traditional instruction, where students’ performance can be immediately assessed (Buselic 2017). He also pointed out that students in distance learning courses do not get the experience of practicing verbal interaction with professors and other students. Thus, social interaction is limited in the distance learning. Marginalized and economically disadvantaged students were challenged in distance learning when ICT is used (Mahlangu 2018). Region IX15 Table 1: The Extent to which Students Encountered the Challenges in the New Normal Using a Modular Approach I am experiencing challenges... M SD _| Interpretation T. on acquiring knowledge and skills in distance learning using a modular 3.08 | 0.47 High approach. 2. on establishing communication with my ee 2.98 | 0.58 High 3. on having Stable internet access intended for distance learning education as a 2.83 0.78 High supplement in learning. 7, on the use of phones, laptops, and tablets for distance learning education. 3.15 | 0.70 High 5. in managing my time to accomplish all the modules ahead of time. 3.00 | 0.78 High 6. in receiving Sufficient explanations of the contents in the module. oe ee High 7. in understanding and following the instruction in the module for each given 3.18 | 0.64 High activity 8. on managing the stress caused by community quarantine at home and 3.10 | 0.59 High answering the modules. 9. on beating the deadlines and 3.10 0.67 High requirements set by the school. 10. on establishing a network of communication among my classmates for | 2.90 | 0.50 High discussing ideas. TI. on having a real-time update of my learning progress. 12. on maintaining my interest in accomplishing the modules. TS. on seeking assistance from my parents or household members to guide me in 2.93 | 0.83 High answering my modules. 14. on assessing my own abilities without 3.13 0.52 High 3.15 | 0.53 High the help of my teachers. 2.85 | 0.58 High 15. on handling responsibility formy own | 313 | 965 High learning Overall 3.05 0.63 High ‘Scale: 1.00 1.75 = Very Low; 1.76 — 2.50 = Low; 2.51 - 3.25 = High; 3.26 — 4.00 = Very High Level of learning outcomes of students using a Modular Approach. Table 2 shows that the level of students’ learning outcome in the new normal using the modular approach is interpreted as Satisfactory with a Grade Point Average of 83.43%. This means that students performed satisfactorily amidst the challenges they encountered in learning the lessons in the new normal using the modular approach. ZamPen Research Journal | ISSN: 2984-6501Table 2: Level of Learning Outcomes of Students Using a Modular Approach Learning Outcome GPA_ | sD Interpretation Science Subject 83.43% | 4.14 Satisfactory Scale: 90-100% = Outstanding; 85-89% = Very Satisfactory; 80-84% = Satisfactory; 75-79% = Fairly Satisfactory; below 75% = Did Not Meet Expectations The extent to which students manifested the coping mechanisms to the different challenges in the new normal using Modular Approach. Table 3 shows the extent to which students manifested the coping mechanisms to the different challenges in the new normal using the modular approach with an overall mean score of 3.19, which is interpreted as HIGH. It is also noted in the table that there are indicators in the coping mechanism that is interpreted as Very High, like item 1, "I use the internet to search additional information." Item 5 "I set goals to help improve my interest.” Item 6 "I try to do the best I can, given the constraints of the situation." and item 8 "I keep thinking that there's much I can do to help myself." It is evident that students were able to overcome the challenges posed in the new normal given the different constraints in this situation with the different coping mechanisms to learn the lessons and maintain their interest in accomplishing their modules. Table 3: The Extent to which Students Manifested the Coping Mechanisms to the Different Challenges in the New Normal Using a Modular Approach Tadicators M_|_SD_| Interpretation T. Tuse the internet to search for additional aaa eg information. e E ae 2. T seek out friends/classmates for discussion and support. 2.95 | 0.88 High 3. I take a little time to relax, breathe, and unwind. | 3.25 | 0.71 High 4. I seek out support from my parents and other poaaes ar household members. : : 8 5. I set goals to help improve my interest. 3.40 | 0.78 | Very High 6. Tiry to do the best I'can, given the constraints [359 | 9.60 of the situation. Very High 7. [find reasons to laugh. 2.90 | 0.87 High 8. [keep thinking that there's much I can do to 343 |0.71| very High help myself. 3 9. I change my outlook on the situation and putit_ | 353 | o.g0 ae in a better perspective. : - 2 10. I take some time off and get away from doing my modules. 3.13 | 0.85 High Overall 3.19 | 0.77 High Scale: 1.00 — 1.75 = Very Low; 1.76 — 2.50 = Low; 2.51 — 3.25 = High; 3.26 - 4.00 = Very High Test of the significant relationship between the coping mechanism and learning outcome of students in the new normal using Modular Approach. Using Pearson Correlation Test, Table 3 confirm that there is a significant relationship between students’ learning outcomes and the coping mechanism in the new normal using the modular approach with a p-value of 0.000 and it also shows that there isa high positive correlation between the Region IX17 student's learning outcome and their coping mechanisms in the new normal using the modular approach which means that as the students were highly coping up the learning outcomes also increases. This also shows that the learning outcome of the students are dependent on their coping mechanisms that significantly affects how they perform in the new normal ‘The positive and significant correlation between coping mechanisms and students’ learning outcome is supported by the findings of Fuente et al. (2017) highlighting better educational output when emotion-focused, problem-focused, preventive, and proactive coping strategies of the learners are strengthened. Moreover, the findings of Lapina (2018) warranted the reciprocal correlation between coping strategies and students’ academic achievement. Table 4: Testing Relationship between the Coping Mechanism and Learning Outcome of Students in the New Normal Using Modular Approach (N=40) = Variables Pearson r | Interpretation | 7... | Interpretation Coping Mechanism and : an Learning Outcome of 0.765 oe High | 9 000 Fricierit Students in the New Normal eee cone Correlation Coefficient Range: +0.91-1.00 = Very High; £0.71-0.90 = High; £0.51-0.70 = Moderate; £0.31-0.50 = Low; 0.00-£0.30 = Negligible The conduct of this action research allowed the researcher to reflect on his key roles in the new normal, specifically providing technical assistance to the students and accountability in teaching. Providing technical assistance to the students plays a vital role for the students to grasp the concepts to their full potential and reach their proximal development amidst the situation we are having in the new normal so that students may acquire concrete ideas from their teachers and is free from confusions about the science concepts. The teacher should continue to test learning approaches and strategies that suit the new normal for the teaching-learning process to continue. More so, the accountability function intends to safeguard the exemplary performance of the teacher to maximize student learning. It is the accountability of the teacher to deliver the curriculum using the modular approach without compromising the inquiry-based approach. Teachers need to ensure that the quality of instruction in the new normal is the same as the face-to-face instruction before COVID. Conclusion and Recommendations Based on the result of this study, it revealed that the students have experienced several challenges in learning the lessons in the new normal considering that face-to-face instructions are not possible and access to have on- time instructions is limited. It also revealed that the learning outcomes of the students have a satisfactory result, and there is a significant relationship to their coping mechanisms. Moreover, it is also evident that there is a high positive correlation between the coping mechanism and learning outcomes of students in the new normal. Thus, it is highly encouraged that teachers should establish a good rapport with the parents and students and provide individualized technical assistance to the learners by any means of communication. Providing Learning Activity Sheets (LAS) and other supplementary materials could also help enhance the learning outcomes of the students. This study recommends that it would be better if teachers provide on-time feedback to the learners in order not to bombard them with lots of work in a particular time being. Teachers are ought to establish open and relevant communication towards the students by giving them the necessary encouragements and motivation that could facilitate them in sustaining their interest in doing their learning modules, especially in these trying times. ZamPen Research Journal | ISSN: 2984-6501References Buselié, Marija. 2017. “Distance Learning - Concepts and Contributions.” Oeconomica Jadertina 2 (1). University of Zadar: 23-34. doi:10.15291/ oec,209. Department of Education. 2019. Briones: Ensure educational continuity amid challenges. https: //[Link]/2019/11/20/briones-ensure- educational-continuity-amid-challenges/ Department of Education Order No. 012, s. 2020, Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the COVID-19 Public “Health Emergency. _https:// [Link]/wp-content/uploads/2020/06 / DO_s2020_012.pdf Fernandez, Flavian Brian. 2017. “Action Research in the Physics Classroom: The Impact of Authentic, Inquiry Based Learning or Instruction on the Learning of Thermal Physics.” Asia-Pacific Science Education 3 (1). Brill Rodopi. doi: 10.1186 /s41029-017-0014-z. Fuente, Jestis de la, Maria Fernandez-Cabezas, Matilde Cambil, Manuel M. Vera, Maria Carmen Gonzélez-Torres, and Raquel Artuch-Garde. 2017. “Linear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Students.” Frontiers in Psychology 8 (JUN). Frontiers Media S.A. doi:10.3389/ fpsyg.2017.01039. Lapina, Angelina. 2018. “Facilitating Coping Through Reflective Learning in Adult Education: A Review of the Reciprocal Relationship Between Coping and Learning.” Adult Learning 29 (4). SAGE Publications Inc.: 131-40. doi:10.1177/1045159518776 126. Larkin, Shirley. 2006. “Collaborative Group Work and Individual Development of Metacognition in the Early Years.” Research in Science Education 36 (1- 2). Kluwer Academic Publishers: 7-27. doi:10.1007/s11165-006-8147- ee Mahlangu, Vimbi Petrus. 2018. “The Good, the Bad, and the Ugly of Distance Learning in Higher Education.” In Trends in E-Learning. InTech. doi:10.5772/intechopen.75702. Sahin, Mehmet. 2009. “Exploring University Students’ Expectations and Beliefs about Physics and Physics Learning in a Problem-Based Learning Context.” Eurasia Journal of Mathematics, Science and Technology Education 5 (4). Modestum LTD: 321-33. doi:10.12973 /ejmste/75283. Sejpal, Kandarp. 2013. “Modular Method of Teaching.” International Journal for Research in Education 2 (2): 169-71. _hittps:// raijmronlineresearch files. [Link]/2017 /07/29_169-171-dr- [Link]. Region IXEffectiveness of Flipped-Blended Classroom Strategy in Teaching Mathematics Francisco, Mark Andrew G. Teacher III Pangulayan Elementary School Department of Education, Division of Zamboanga City markandrew.franciso01@[Link] 09774274079 Abstract This study aimed to determine the effectiveness of Flipped-blended classroom strategy in teaching Grades 4 and 5 Mathematics in Pangulayan Elementary School, SY 2019- 2020. The researcher adopted a quasi-experimental design using pretest and posttest. It used a 50-item multiple-choice test in Mathematics which was answered by the 30 Grade IV Pupils (control group) and 30 Grade V Pupils (experimental group). The pupils’ pretest results of the control and experimental groups had very poor performance in Mathematics, and they did not meet the expectations to pass the subject. The posttest result of the control group was fairly satisfactory performance in mathematics when the teacher used the traditional method and satisfactory in the experimental group performance in mathematics when the teacher used Flipped- Blended Classroom Teaching Strategy. There is a significant difference in the posttest results of the control and experimental group. This outcome suggests that the flipped-blended classroom teaching strategy is effective in teaching mathematics because the pupils improved their math performance after the teacher used the strategy. Thus, the study recommends using a flipped-blended classroom teaching strategy as an alternative measure to address the poor performance of the pupils in mathematics. Mathematics teachers are encouraged to continue the study by using the flipped-blended classroom strategy to other subject areas. Moreover, they can continue the research study to include other subjects in the grade level. Keywords: flipped-blended classroom teaching strategy; mathematics performance; Skill acquisition; traditional learning Introduction New forms of education reflect digital changes surrounding us. Blended learning becomes the essential part of the education process. Flipped classroom is a recently emerged hybrid classroom model, which engenders tremendous interest from teachers all over the world. It demonstrates the original education approach, which combine existing components in an innovative design (Shnai 2017, 11). The flipped classroom is considered as one of the latest and alternative e- learning models that have made its way into the classroom worldwide. The pedagogical approach highlights the reversal of teaching roles with homework. This process allows learners to digest and develop content knowledge outside the four corners of the classroom (Martin et al. 2015). As a consequence, the teachers can optimize the teaching-learning process by using their classroom sessions as a venue for learners to apply the information and learning through a series of practical assignments (Baepler, Walker, and Drieses 2014, 11). The flipped classroom, otherwise recognized as flipped learning, was formally introduced by Bergmann and Sams in 2014. Now, it is widely utilized in the academe as evidenced by the appealing adoption rate by educators and academic institutions worldwide. The implementation of flipped classroom reduces the burden of teachers in making the students understand the concepts and improves student’s digital knowledge, creative thinking and learning performance (Alalmai, Arun, and Aarif 2020, 9425) ZamPen Research Journal | ISSN: 2984-650120 Flipped Classroom learning reverses the delivery method in traditional learning. Traditional delivery of learning is reading, watching, and absorbing learning material in class and being tasked with work to complete at home. In a flipped learning classroom, teachers prepare audio or video lectures for learners to watch at home, on their own time. The time in class is spent working through the concepts being delivered with the guidance of an instructor (Lo and Hew 2017, 11). Complementary to all of this is an online platform where learners and the instructor can discuss with one another (Honeycutt and Garette 2013, 15). Moreover, the flipped classroom provides the teachers a different role. “In a flipped classroom, teachers do not give direct instruction. Their role becomes one of the facilitators who sets up the content, maps out homework, and provides a welcoming learning space that students can explore in” (Roles in a Flipped Classroom: Teachers & Students 2017). On the other hand, Kim et al. (2016) considered Blended Learning as a combination of online learning and face-to-face learning (often referred to as “traditional learning"). Blended learning involves both online and offline learning. Both online and traditional teaching methods are employed to provide students with a more effective learning experience. Teachers would commonly utilize online learning components such as educational videos, games, online learning materials, and podcasts. Blended learning is a pedagogical approach in which a student learns at least in part through the delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. This mode allows students to create a customized and integrated approach to their learning. Blended learning is proven effective when combined with the flipped-classroom approach to teaching (Purba 2021). Sometimes, it is difficult to distinguish the difference between Blended Learning and Flipped Classroom because they have much in common. Blended learning is characterized by the combination of the in class or face-to-face education with online activities which could be applied in a flipped classroom. The role of the teachers in the flipped classroom is to create contents of the lesson so that students can study the material first. Thus, students who accessed the learning material before going to school can engage creatively and interact actively (Capone, De Caterina, and Mazza 2019, 108). In this context, the teacher becomes a support and facilitator and helps students in the transition process from knowledge to acquisition of skills and competencies (Lou et al. 2012, 107). In Zamboanga City, particularly in Pangulayan Elementary School, Mercedes District, since the school is located far- in upper high land areas, it is a big problem for the learners to access online teaching. One implementation of flipped- blended classroom learning is using technology in the classroom. In the traditional learning environment, students attend a lecture and then do assignments on their own. The idea behind the flipped-blended is to have students do passive learning activities (like watching a recorded lecture) at home, reserving classroom time for active learning. This process allows students to apply new knowledge in the presence of an instructor and will enable them to collaborate with their peers. This model increases student-instructor and student-student engagement. As observed by the teacher, Grades IV and V pupils of Pangulayan Elementary School, Mercedes District. Another dilemma the teacher faces is the result of Mathematics in 2018 Programme for International Student Assessment (PISA), wherein from a 489 OECD average, the Filipino students ranked very low in Mathematics and Science subjects, with 353 points and 357 points, respectively. Moreover, the Philippines ranked in the low 70s in the 2018 Programme for International Student Assessment (PISA), a student Assessment of 15-years-old learners across 79 countries done by the Organization for Economic Co-operation and Development (OECD). ‘The result of PISA urged the researcher to do an innovative way of teaching mathematics to grade school pupils. Hence, flipped learning, also known as the flipped Region IXBa classroom, is used as the teaching strategy in presenting mathematics lectures to Grade IV and V pupils. This strategy will decide between the technology and face-to- face elements of the learning experience. A learner is asked to watch an e-learning video or participate in another online learning exercise before coming to class. In the classroom, the new materials are explored at length. In most cases, the knowledge learned online is applied in the classroom. For this reason, the researcher embarked on this study to determine the effectiveness of Flipped-blended classroom strategy in teaching mathematics for grade IV and V pupils. Innovation, Intervention, and Strategy. The intervention utilized in this study is the Flipped-Blended Strategy. The Flipped-blended strategy is vital because it is designed to address the active and maximum participation of pupils in learning mathematical concepts. It is interesting to dig into this teaching strategy because it is expected to improve the performance level of pupils in Mathematics by allowing them to learn at their own pace and encouraging them to engage with lecture material actively Based on the study by Nouri (2016) on the influence of flipped classroom especially for low achievers, it was found that majority of the students had a positive attitude towards the use of flipped classroom. And this positive attitude was strongly correlated to perceptions of increased motivation, increased learning, effective learning, and engagement. Flipped learning strategy was more effective than the conventional teaching method in terms of developing students’ research skills (SRS) (Mahasneh 2020). There may be a lot of circumstances that create difficulty for pupils to improve performance in mathematics, such as lack of interest in the subject, laziness to study, and even parents’ support at home. All of these things may lead to one factor, the strategy to use in the classroom. With this notion, this research topic greatly impacted researchers with a greater understanding of the processes involved in establishing an environment that would enhance student performance using the flipped-blended learning approach, Pangulayan Elementary School, as a non-central school, has been sending pupils to the mathematics competition and sometimes reached the division level. It is expected that the school caters to pupils with good performance, especially in Mathematics. However, it is found that 80% of the pupils perform poorly in solving mathematical problems. It is therefore recommended that research must be conducted among the target respondents of the study. Circumstances significantly affect the school, especially in the National Achievement Test (NAT). It was therefore decided that teachers should act and look for solutions that will improve the performance of pupils in Mathematics. After identifying factors that play a significant role in this problem, the Flipped-Blended strategy will be employed in the teaching- learning activities of Grade IV and V pupils. The flipped-blended strategy was conducted during the mathematics classes of Grade IV and V to see the effectiveness between the control and experimental groups as described: (1.) The control group with a traditional discussion of the lesson during the mathematics period and the experimental group watched videos related to the lesson; (2.) Activities were given to both groups after the discussions by solving drills and mathematical problems; (3.) Provided homework videos to pupils in the flipped-blended strategy and written work for the control group; and (4) Activity was recorded and documented for one month. After the fourth quarter of this activity, the flipped-blended was given if there were no changes in the data. Action Research Questions. This study aimed to determine the effectiveness of Flipped- blended classroom strategy in teaching mathematics for Grade IV and V pupils. Specifically, this study sought to answer the following problems: 1. What is the pretest result of the control and experimental groups in mathematics? ZamPen Research Journal | ISSN: 2984-6501What is the posttest result of the control group in mathematics? What is the posttest result of the experimental group in mathematics after the flipped-blended classroom teaching strategy was used? Is there a significant difference in the pretest of the control and experimental groups in mathematics? Is there a significant difference in the posttest of the control and experimental group? ow a oF Research Method Research Design In this study, the researcher utilized a quasi-experimental design of research that determined the effectiveness of flipped-blended classroom strategy in teaching mathematics for Grade IV and V pupils for a period of one quarter of the school year 2019 -2020. The pupils answered the 50 items questions about mathematics for Grade IV and V before and after the duration of the experiment. After answering the pretest, the teacher used the flipped-blended classroom strategy in teaching mathematics to the experimental group. The result of the posttest was taken from the experimental group. Specifically, the two-group pretest-post-test design was used to measure the before and after the treatment (Price et al. 2017). Research Participants The participants of this study were sixty (60) Grade IV and V pupils of Pangulayan Elementary School, Mercedes District, Division of Zamboanga City. The purposive sampling technique was used in choosing the respondents of this study. These two intact sections of Grade IV and V comprise of thirty (30) learners for each grade level. These participants answered a 50-mulitple choice test in Mathematics to determine their level of competence in the subject for pre-test and post. Research Instrument The researcher had formulated a 50-item multiple-choice test in Mathematics. It was pilot tested on the non-respondents for item analysis. This was referred to the school head and master teacher at the school for validity. After all suggestions and recommendations were done properly in the test, the instrument was subjected to a reliability test. Data Gathering Procedure Data gathering was conducted after the approval of the research proposal. The researcher secured permission from the Schools Division Superintendent through a letter to gather data from the Grade IV and V pupils of the school. The data gathering started after the approval of the study by presenting the permission letter to the District Supervisor and school principal of the said school. The researcher explained the approved letter to the principal. The researcher conducted a series of conditioning activities on the resumption of classes for the fourth quarter. The respondents were oriented that they were part of an educational experiment to be conducted by the researcher. Consent was given by the parents/guardian for the inclusion of the participants in the study. The researcher administered a 50-item multiple-choice test to control and experimental groups during the next meeting with the respondents. The respondents gave approximately an hour to answer after administering the pretest materials. The researcher performed routine activities by using a flipped-blended teaching strategy. This strategy served as the treatment. After the intervention, posttest materials were administered and collected personally by the researcher. Afterward, the researcher submitted the tabulated data to the statistician for statistical treatment. Lastly, the researcher did the discussion and interpretation of data. Region IX23, In compliance with Research Ethics Protocol, the researcher obtained informed assent through the parents/guardian of the participants. This ethical consideration ensured that the survey respondents, with the consent of their parents/guardian, signify their awareness and understanding of the study objectives, their agreement to participate as survey respondents, their freedom to disclose or not to disclose information, their freedom to stop their participation anytime if they do not feel comfortable, their right to the confidentiality of information and anonymity of their identity as respondents of the researchers, their right to understand that the study is about testing the effectiveness of flipped -blended classroom in mathematics and have the opportunity ask questions, their right to know its benefits and the activities expected of them in the study. Data Analysis The researcher used the percentage mean to determine the pretest and posttest of the control and experimental groups in mathematics. Moreover, an independent t- test was used to determine the significant difference in the pretest of the control and experimental groups. It is also employed to test the significant difference in the results of the posttest of the control and experimental groups after the flipped-blended classroom teaching strategy was used. Results and Discussion Table 1 shows the Pretest of the control and experimental groups in Mathematics for the Grade 1V and Grade V pupils. It is evident in the table that the pretest result of the control group has a mean of 13.87, which had an equivalent rating of 64% that was verbally described as did not meet expectations. This means that the pupils in the control group did not meet the expectations to pass the mathematics quiz. Table 1: Pretest of the Control and Experimental Groups in Mathematics Equivalent | Group Mean a Description Controlled Group 13.87 | 64 Did Not Meet Expectations ExperimentalGroup | 15.77 _| 66 Did not Meet Expectations Legend (DO No. 8, s. 2015): 90-100 =Outstanding 85-89= Very satisfactory 80-84= Satisfactory 75-79= Fairly satisfactory Below 75 = Did not meet expectations Moreover, the table also revealed that the pretest result of the pupils from the experimental group had a mean of 15.77, which had an equivalent rating of 66% that was verbally described as did not meet expectations. This means that the pupils in the experimental group did not meet the expectations to pass the mathematics iz. : This outcome implies that the pupils from both groups had very poor performance in Mathematics. Several factors such as learners’ interest, attitude towards mathematics, and insufficient mathematical practice possibly contributed to the pupils’ poor performance in mathematics. This finding is supported by Hossain (2018), who stated that the Math achievement of American students in 2015 fell again for the second time on a significant international benchmark, as stated in the Program. for International Student Assessment (PISA). American students stagnated in reading and science proficiency, while their Math performance declined. Additionally, according to the study of Casinillo (2019) on Factors Affecting the Failure Rate in Mathematics: The Case of Visayas State University (VSU) revealed that there were five main factors affecting the failure rate in mathematics that does not follow a uniform distribution namely: poor study habits, negative learning attitudes, social environment, emotional problem, and financial problem. ZamPen Research Journal | ISSN: 2984-6501Table 2: Posttest of Control Group in Mathematics [ Mean [ Equivalent Rating | Description | | 25.13 [75 | Fairly satisfactory | Legend (DO No. 8, s. 2015) 90-100 =Outstanding; 85-89= Very satisfactory; 80-84= Satisfactory; 75-79= Fairly satisfactory; Below 75 = Did not meet expectations Table 2 shows the posttest of the control group in mathematics with a mean of 25.13 with the equivalent rating of 75% that was verbally described as fairly satisfactory. This means that the pupils in the control group had fairly satisfactory performance in mathematics when the teacher used the traditional method. The pupils in the control group had improved a little in their performance in mathematics by 11%. This implies the traditional method is effective in teaching where leamers sit silently and passively inside the classrooms and the teacher actively performs the lecturing. Thus, the pupils inactively attend in the learning process. They talk and engage in the learning process when approached and required to perform as they are instructed, while in a conventional classroom setting, the learning abilities of the majority of the learners are restricted only to duplicating the writings on the board. Hence, the learners are not empowered to effectively handle the data through thoughts, evaluation, and investigation. Because of this constrained intellectual capability, learners lose interest in learning Table 3: Posttest Result of the Experimental Group in Mathematics after the Flipped-Blended Classroom Teaching Strategy Mean Equivalent Description 30.70 80 Satisfactory Legend (DO No. 8, s. 2015) 90-100 =Outstanding; 85-89= Very satisfactory, 80-84= Satisfactory; 75-79= Fairly satisfactory, Below 75 = Did not meet expectations Table 3 shows the posttest of the experimental group in mathematics with a mean of 28.70 with the equivalent rating of 80% that was verbally described as satisfactory. This means that the pupils in the experimental group had satisfactory performance in mathematics when the teacher used Flipped- Blended Classroom Teaching Strategy. Activity-based teaching is a strategy focused on the idea that learners should be included through activities. It is adopted by a teacher to emphasize his or her teaching technique through activities in which the learners are motivated and empowered to learn. This learning approach enables the learner to learn through effective inclusion physically and rationally. Activity-based learning is characterized by meaningful school learning settings in which the learner creates Mathematical ideas through dynamic contribution. This procedure may include controlling physical materials, using games, or participating in experimentations with physical items. Multiple data collection methods were employed including observation, written journals and tests. The data were then analyzed both quantitatively and qualitatively. The findings showed that flipped classroom promotes independent learning, with the type of classroom encouraging students to work together with other peers and improved learning awareness. However, some challenges were highlighted in flipped classroom application such as technical issues, editing recording skills, and it was time consuming. Recommendations are offered in reference to the findings. The findings are supported by Umam et al. (2019) who pointed out that flipped classrooms promote independent learning, with the type of classroom Region IX2 encouraging students to collaborate with peers. They found out that performance of the students became better because the students showed interest in learning; likewise, they were motivated to deal with problems and numbers. However, their study highlighted some difficulties in flipped classroom application, such as technical issues and editing recording skills, which were time-consuming. Table 4: Significant Difference in the Pretest of the Control and Experimental Groups in Mathematics Variables Mean t-value | p-value | Interpretation | Control group 13.87 ianecinenial oun 1577 1.876 0.071 Not Significant “Significant level at @ = 0.05 Table 4 shows the significant difference in the Pretest of the control and Experimental Groups in mathematics. The table revealed that the Pretest of the control and experimental groups’ t-value = 1.876 with a p-value of 0.071, which is greater than the significant alpha value of 0.05, indicated that the significant difference does not exist. Hence the posited null hypothesis is accepted because there is no significant difference in the Pretest of the control and experimental groups in mathematics. This means that the pupils from the control and experimental groups did not meet the expectations of passing the mathematics quiz given in the pretest. These outcomes are similar with the results of 2021 Regional Achievement Test of DepEd RO- IX which posted the low Mathematics proficiency level of 55.40% of Grade 6 learners (DepEd Regional Office IX BE-LCP, 2021). Haw, King, and Trinidad (2021) pointed out that the PISA report of 2018 showed that the Philippines ranked 353 in Mathematics which was recorded as very low. Over 80% of students in the Philippines did not reach a minimum level of proficiency in mathematics, which is one of the most significant shares of low performers amongst all PISA-participating countries and economies. Table 5: Significant Difference in the Post-test of Control and Experimental Groups Variables Mean tvalue p-value _| Interpretation Control group Esco 0.135 0.003* Significant Experimental group _| 28.70 “Significant level at @ = 0.05 Table 5 shows the significant difference in the post-test of control and experimental groups after the flipped-blended classroom teaching strategy was used. The post-test of control and experimental groups’ t-value = 0.135 with a p- value of 0.003, which is less than the significant value of @ = 0.05, indicated that a significant difference exists. Hence the posited null hypothesis is rejected because there is a considerable difference in the posttest of control and experimental groups after the flipped-blended classroom teaching strategy was used. This means that the pupils from the control group had fairly satisfactory performance in mathematics, whereas the pupils from the experimental group had a satisfactory performance. This means that the flipped-blended classroom teaching strategy is effective in teaching mathematics because the pupils improve their math performance after the teacher uses the technique. These findings are supported by Karabak and Polat (2019). They concluded that the academic achievement levels of the students in the flipped classroom ZamPen Research Journal | ISSN: 2984-650126 model using ARCS (attention, relevance, confidence, and satisfaction) motivation strategies were significantly higher than those of the students in the distance education classroom model and the traditional classroom model. In addition, the training process did not lead to a significant change in the motivation of the students in the traditional classroom model and distance education classroom model. Still, it did lead to a substantial difference in the students’ motivation in the flipped classroom model. Another study by Talan and Gulsecen (2019) proved that a flipped classroom strategy is effective. The learners in Experiment-I discovered the theoretical aspect of the course through the materials in the online learning environment, which were prepared before the class study time in context with the “flipped classroom." The students in Experiment-II unraveled the theoretical aspect of the course in the classroom using the blended learning model. They performed active learning activities outside of the class study time. The students in the control group discovered the theoretical aspect of the subject in the classroom in consonance to the current curriculum and conducted active learning activities in their homes. They found that the scores for the students in the experimental groups concerning academic achievement and engagement were substantially higher than the performance for those in the control group. There was a statistically significant the difference between the groups. It was further disclosed that the students were also generally satisfied with the flipped classroom Conclusions and Recommendations The study seeks to determine the effectiveness of flipped-blended classroom strategy in teaching mathematics. In sum, the flipped-blended classroom strategy had consistently showed a satisfactory performance to pupils in mathematics and teachers in teaching the subject. This means that the flipped- blended classroom teaching strategy is effective in teaching mathematics because the pupils have improved their performance after the intervention was used. The researcher resolved that the flipped blended teaching strategy amidst the peril of the COVID-19 pandemic call for the collaboration of DepEd officials that they may recommend teachers for seminars and training on using the flipped- blended teaching strategy to enhance teaching performance, Public-School Division Supervisors can initiate the monitoring plan to address the low math performance of the students. They must recommend the utilization of a flipped-blended classroom teaching strategy as alternative measures to address the poor performance of the pupils in mathematics, school heads should encourage teachers to use the flipped-blended classroom teaching strategy in teaching mathematics, teachers may suggest that the school heads provide technology and classroom materials. They may ask the school heads to provide internet connectivity so they can help abreast themselves with the new trends in education and embolden pupils to learn mathematics effectively by using the flipped-blended classroom. They may study mathematics independently to be motivated to understand and appreciate mathematics. Region IXReferences Alalmai, Ali A., A. Arun and Mohd Aarif. 2020. "Implementing Possibilities and Perspectives of Flipped Learning in Hotel Management Institutions.” Test Engineering and Management 83: 9421-9427. 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Martin, Cesar T., Christian Acal, Mohammed E. Homrani and Angel C. Estrada . 2015. Implementation of the flipped classroom and its longitudinal impact on improving academic performance. Educational technology research and development, pp. 1- 44. ZamPen Research Journal | ISSN: 2984-6501