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Wei Zhang and Chang Zhu, Review on Blended Learning: Identifying the Key Themes and Categories. International Journal of Information and Education Technology, Vol. 7, No. 9, September 2017.

has been cited by the following article:

Article

Blended Instructions in the New Normal and Students Learning Gains in Mathematics

1University of Science and Technology of Southern Philippines


American Journal of Educational Research. 2022, Vol. 10 No. 6, 398-400
DOI: 10.12691/education-10-6-4
Copyright © 2022 Science and Education Publishing

Cite this paper:
Helen A. Berbesada, Janneth Q. Rondina. Blended Instructions in the New Normal and Students Learning Gains in Mathematics. American Journal of Educational Research. 2022; 10(6):398-400. doi: 10.12691/education-10-6-4.

Correspondence to: Helen  A. Berbesada, University of Science and Technology of Southern Philippines. Email: helen.berbesada@deped.gov.ph

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.

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