Abstract
Blended instruction is widely used during new normal. For this study, DepEd module, Google classroom, Google form, Facebook group messenger, Google Meet, PowerPoint Presentation and Teacher-Made Videos were used in delivering academic instructions. This study aimed to determine the students’ achievement in Mathematics and students’, parents’, and teachers’ perceptions relative to such Blended Learning Instruction used by the researcher. Study used pretest-posttest-one group design. The data were gathered using the validated teacher-made test to determine the students’ achievement in Mathematics which was based on the Most Essential Learning Competencies (MELCs) and an interview questionnaire for the perceptions. The respondents were the 41 Grade 10 students, parents, and mathematics teachers of Misamis Oriental General Comprehensive High School (MOGCHS). Mean, Standard deviation, and paired t-test were used to analyze the data of the students’ achievement in Mathematics and thematic analysis was used to analyze perception of the stakeholders. The analysis revealed a significant difference in students’ achievement in Mathematics as the students were subjected to instruction using the module blended with Google Meet, Google classroom, Google form, PowerPoint Presentation, Teacher-Made Videos, and a constant follow-up using messenger group at Facebook. Perceptions of the stakeholders, particularly the parents of the students’ respondents towards the learning modality used in the study were favorable. Also, teachers perceived that blended instructions combining the asynchronous and synchronous used in the study were effective. Therefore, it is recommended that blended learning instruction used in the study may be used as an alternative delivering modes for academic instruction.
Author Information
Janneth Rondina, University of Science and Technology of Southern Philippines, Philippines
Helen Berbesada, Misamis Oriental General Comprehensive High School, Philippines
Comments
Powered by WP LinkPress