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

Helen A. Berbesada^1, and Janneth Q. Rondina¹

¹University of Science and Technology of Southern Philippines

Cite this paper:
Helen A. Berbesada and 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

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.

Keywords:
learning gains in mathematics blended learning instruction new normal

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	DO_2020_012 Adoption of the Basic Education Learning Continuity Plan for SY 2020-2021 in Light of the Covid-19 Public Health Emergency.
[2]	DM-CI-2020-00162 - Suggested Strategies in Implementing Distance Learning Delivery Modalities (DLDM) for School Year 2020-2021.
[3]	Hasan, Ismail Mohammad (2010). Blended Learning Published Article, E-Learning Magazine, Al-Mansoura University, (5), March 11.
[4]	Rovai, Alfred P. and Jordan, Hope M. Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses. http://www.irrodl.org/index.php/irrodl/article/view/192/274.
[5]	Perveen, Ayesha Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan. Open Praxis, vol. 8issue 1 January-March 2016, pp. 21-39.
[6]	Utami, Iga Setia. (2018). The Effect of Blended Learning Model on Senior High School Students Achievement. SHS Web of Conferences 42, 00027 (2018).
[7]	C. Akarawang, Edulearn, 10, 1. (2016). V.K. Ceylan, A.E. Kesici, Journal of Human Sciences, 14, 1 (2017).
[8]	Najeh Rajeh Alsalhi et.al. Mohd. Elmagzoub Eltahir, Sami Sulieman Al-Qatawneh. The Effect of Blended Learning on the Achievement of Ninth Grade Students in Science and their Attitudes towards its use. Volume 5, Issue 9, September 2019, e02424.
[9]	Hiett, Brandy An Examination of Blended Learning and the Traditional Classroom Using the Achievement Scores. https://scholarworks.waldenu.edu/cgi/viewcont ent.cgi?article=4207&context=dissertations.
[10]	Singh H. Building an effective blended learning program. Issue Educ. Technol.2003; 43(6): 51-54. [Google Scholar]
[11]	Pascua, Alain Del (2021). the Proper Use of Deped Radio as a Blended Distance Learning Delivery Modality https://depeddasma.edu.ph/dm-no-071-s-2021-the-proper-use-of-DepEd-radio-as-a- blended-distance-learning-delivery-modality/.
[12]	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.
[13]	Wie, et.al. .Y. Wei, Y. Shi, H. Yang, J. Liu. (2017). Blended Learning versus Traditional Learning: A Study on Students’ Learning Achievements and Academic Press Int. Symp. Educ. Technol. (2017), pp. 219-223.
[14]	Kavitha R. Jaisingh W. A Study on the Student Experiences in Blended Learning Environments. Int. J. Recent Technol. Eng. 2018; 7(4S): 2277-3878.
[15]	Chen C., Jones K. Blended Learning vs. Traditional Classroom Settings: AssessingEffectiveness and Students’ Perceptions in an MBA accounting course. J. Educ.Online.2007; 4(1): 1-15.