@article{education20221064,
author={{Berbesada, Helen A. and Rondina, Janneth Q.},
title={Blended Instructions in the New Normal and Students Learning Gains in Mathematics},
journal={American Journal of Educational Research},
volume={10},
number={6},
pages={398--400},
year={2022},
url={http://pubs.sciepub.com/education/10/6/4},
issn={2327-6150},
abstract={The study aimed to determine the students learning gains in Mathematics as they were exposed to Blended Learning Instruction in the new normal. The study was a pretest-posttest one-group design. The data was gathered using the validated teacher-made test which was based on the Most Essential Learning Competencies (MELCs) as mandated by the Department of Education. Pretest and post-test were conducted before and after the intervention respectively. The respondents were the 41 Grade 10 students of Misamis Oriental General Comprehensive High School (MOGCHS). Mean, Standard deviation, and paired t-tests were used to analyze the data. The analysis yielded a computed P-value of 0.000 which means that a significant difference in learning gains was observed as the students were subjected to blended instruction using the module and a constant follow-up via messenger. Therefore, it is recommended that blended learning instruction in the new normal gives a positive outcome to student achievements in Mathematics.},
doi={10.12691/education-10-6-4}
publisher={Science and Education Publishing}
}