Region IV-A CALABARZON

Division of Cavite

CITY OF TAGAYTAY

MENDEZ CROSSING ELEMENTARY SCHOOL

BLENDED LEARNING: An Approach to Improve the Academic Performance in

English of the Grade VI Students in Mendez Crossing Elementary School

An Action Research

Maria Fredizhilda S. Javier

Teacher I
Mendez Crossing Elementary School

September, 2016
 BLENDED LEARNING: AN APPROACH TO IMPROVE THE
ACADEMIC PERFORMANCE IN ENGLISH OF THE
GRADE VI STUDENTS IN MENDEZ
CROSSING ELEMENTARY
SCHOOL

Maria Fredizhilda S. Javier

giejavier24@gmail.com

Mendez Crossing Elementary School

Tagaytay City

Abstract

The primary purpose of this research was to determine if there was a

significant difference in a traditional classroom instruction versus the use of
blended learning approach in the performance level of the Grade VI pupils in
English in Mendez Crossing Elementary School. The respondents of the
study were 66 pupils or 31% of the 193 enrolled in Grade VI of which the
Slovin formula was used. They were randomly picked and divided in two
groups: 33 pupils in the controlled group who has neither smart phone nor
internet access and 33 pupils in the experimental group who often access the
internet. The study made use of quantitative research design. The salient
findings of the study showed that Blended Learning approach helped improve
the academic performance of the Grade VI pupils. It was concluded that the
use of Blended Learning had a significant difference in the academic
performance of the Grade VI pupils since they were able to learn and master
the lesson at their own pace. The proponent recommended that Blended
Learning be implemented in other learning areas; Be endorsed to other
schools; E-classroom should be utilized for blended learning activity with
complete Wi-Fi facility; and; Encourage administrators and supervisors in
designing training or seminar workshop. The output/future direction of the
research was intended to solve academic problems in different learning areas
and to make up classes thru the use of Blended Learning.
Keywords: General average in English 2015-2016, First Grading result,
quantitative -experimental, Grade VI pupils, Mendez Crossing Elementary
School
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Region IV-A CALABARZON

Division of Cavite

CITY OF TAGAYTAY

MENDEZ CROSSING ELEMENTARY SCHOOL

BLENDED LEARNING: An Approach to Improve the Academic Performance in

English of the Grade VI Pupils in Mendez Crossing Elementary School

I. Context and Rationale

a. Introduction

Educational transformation is imperative to bridge the gap between students’

learning interest and teaching content in the classroom in the 21st century. The main

crucial commitment for schools must be to foster students’ participation and active

engagement in discussing, analyzing, and critically comprehending information

within a small group or whole classroom (Cummins, et al. 2007).

Blended learning is a student-centered approach to create a learning experience

whereby the learner interacts with other students, with the instructor, and with

content through thoughtful integration of online and face-to-face environments. This

technology-enhanced literacy teaching can advance pupils’ learning and allow them

to practice learned knowledge intuitively.

In contrast to teacher-centered, rote-learning approaches, blended learning

environments provide multiple ways to access content and to demonstrate mastery.

As a result, they lend themselves more readily to differentiation of content and

process. A blended approach also gives the learner the opportunity to be more

responsible for his or her learning, which creates a learning situation that may be
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more meaningful on an individual level. Because the learner comes to construct

knowledge through personal effort, she or he is more likely to demonstrate

understanding beyond rote memorization, and to transfer what she or he has

learned to new settings (E. Massie, 2002).

In a blended learning approach, the learner can choose how his learning

experience unfolds. This kind of flexibility makes it easier to differentiate instruction,

satisfying the needs of a diverse population of learners. Technology is used as a tool

for learning and to promote a discovery-based approach to online learning.

Blended Learning is done using schoology, an application for smart phones,

laptops or tablets. Lectures are uploaded in schoology.com by the teacher either

before the week’s lesson or after a day the lesson is taught. This is done to give

pupils ample time to learn and master the lesson according to their own pace. Pupils

who are also absent have a chance to study the day’s lesson as they are given

access code in the said application to access the mentioned application. Aside from

the uploaded lectures, pupils can also answer quizzes online which of course gives

no reason of having missed quizzes because of their being absent. Videos, power

point presentations are also uploaded as well as activities. Scores are automatically

saved in the application for the teacher’s recording. In addition, the pupils can also

interact with other classmates and the teacher thru chat or messages. All

conversations are monitored by the teacher so as to avoid unnecessary comments

and malicious words. Likewise, lessons that are not discussed due to declared

holidays and suspended classes are uploaded for the pupils’ make up classes.

Based on the premise that English is one of the major subjects in the curriculum,

the researcher aims to investigate the effect of using blended learning in improving

the academic performance of the Grade VI pupils in English in Mendez Crossing

Elementary School.
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The researcher is motivated to conduct this study to find out that blended

learning can be used as an approach in improving the academic performance in

English of the Grade VI pupils in Mendez Crossing Elementary School.

This approach was confined only to selected Grade VI pupils, wherein these learners

were grouped as to those who have internet access thru laptop, computer or smart

phones versus those who do not use either computer or smart cellular phones. The

approach lasted for two months and was handled by the researcher herself being

the English teacher of the Grade VI pupils.

The project was solely focused in the English subject.

b. Review of Related Literature

This action research focused in improving the academic performance of the

Grade VI pupils through Blended Learning conducted at Mendez Crossing

Elementary School for the School Year 2016-2017.

Research has shown student satisfaction with learning management systems

(LMS) because they can access it anywhere there is Wi--‐Fi, students can

communicate with their teachers or as a group, and lessons can be studied at home

if necessary (Cavus, Uzuboylu & Ibrahim, 2006). Using the LMS, teachers can

create a blended learning environment when both face-to-face interactions occur in

the classroom as well as e-learning that is self-paced by the student (Georgouli,

Skalkidis, & Guerreiro, 2008). This enables students and teachers to build a sense of

community and collegiality both in and out of the classroom.

In general, technology has been proven to motivate students to research and

complete assignments versus listening to a lecture and taking notes (Zhao, 2007).

When instructors use technology properly in the classroom, it prepares students to

be good, productive citizens and empowers them to higher level thinking (Griggs,

2010). Anytime teachers use technology in a manner that is relative to their course
 4

work they are appealing to this generation of digital natives.

Our schools are not ready to provide support for the broader range of literacies

that are multiliteracies (Cummins, et al. 2007). To cope with the current educational

challenges, teachers should be equipped with the concept of multiliteracies.

Likewise, diverse research on technology-supported teaching strongly focuses on

student’s everyday use of web technologies and their participation on web both in

and outside the classroom (Greenhow, et al. 2009). Technology-enhanced literacy

teaching can advance students’ learning capabilities and practice in different

situations, contexts, and problems. These different multiliteracies pedagogical

practices may facilitate students’ abilities to think, observe, participate, and apply

learned information from the text to the real problem solving.

This different pedagogical approach not only increases teachers’ teaching

efficiency, but also shapes students’ learning and thinking for the diverse community

needs (Lankshear & Knobel, 2003; Cummins, et al. 2007). It can be expected that

school stakeholders can share challenges with others in this integrated learning

environment.

The study is almost similar to the present research that blended learning

approach is a useful tool to improve the academic performance of the Grade VI

pupils.

II. Research Questions

Statement of the Problem

This action research aimed to improve the academic performance in English of

the Grade VI pupils at Mendez Crossing Elementary School for the school year

2016-2017 and sought the following research questions:

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The purpose of this action research was to study and to determine the

significant implications of blended learning as an approach to improve the academic

performance in English of the Grade VI students in Mendez Crossing Elementary

School for the school year 2016-2017.

Specifically, this action research aimed to answer the following questions:

1. What is the performance of the Grade VI pupils in English before Blended

Learning approach?

1.1 controlled group

1.2 experimental group

2. What is the performance of the Grade VI pupils in the first grading period

after Blended Learning approach is used?

2. 1 controlled group

2.2 experimental group

3. Is there a significant difference in the use of blended learning approach in

the performance level of the pupils in the first grading period?

3. 1 controlled group

3.2 experimental group

4. What is the significant implication of using blended learning approach in

the academic performance level of the Grade VI pupils in English?

III. Scope and Limitation

The main concern of this study was to determine the significant implication of

blended learning as a tool in improving the academic performance in English of the

Grade VI pupils in Mendez Crossing Elementary.

Subjects of the study included selected Grade VI pupils of Mendez Crossing

Elementary. Therefore, the findings of this study cannot be generalized across all

elementary schools in Tagaytay City.

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VI. Methodology

a. Sampling

The respondents of this study were composed of the randomly selected 31 %

(66 out of 193) of the total population of Grade VI pupils enrolled in Mendez

Crossing Elementary School who were divided in two groups: 33 pupils in the

controlled group and 33 pupils in the experimental group. The experimental group

who has internet access thru their smart phones, laptops or tablets were instructed

both in a traditional classroom setting and an online setting. The controlled group

who has no access in the internet on the other hand were instructed in a traditional

classroom setting. Students were randomly assigned to the two groups.

The general average in English for the school year 2015-2016 of the

respondents were collected. During the first quarter of the school year 2016-2017,

Blended Learning approach was introduced and implemented to the experimental

group while the controlled group only had the traditional classroom learning setting.

After the pilot testing of the blended learning approach, the first grading results were

collected.

b. Research Instruments

To determine the significant implications in the use of blended learning in the

performance level of Grade VI pupils in English, plan of actions were pinpointed

such as the :

1. General average in English for the school year 2015-2016 and the result of

the First Grading period- to determine the academic performance level of

the pupils before and after the study.

2. Weighted mean - to determine the result of the First Grading period of the

experimental group
 7

c. Ethical Issues

Consultation meetings with the parents of the respondents were conducted to

inform them on the conduct of the program. Permission was secured from the

parents as well. This program did not affect the delivery of the basic education in

other sections and grades.

d. Data Analysis

Summary statistics such as frequencies, percentages, mean and standard

deviation were used to describe the significant implications of blended learning in the

academic performance level of Grade VI pupils in English.

To test the hypothesis and to answer the problems concerning the current status

of the subjects of the study and to describe the nature and situation as it exists at the

time of the study, quantitative-experimental method was used.

This method of research determined if two or more variables were associated

with each other and described the present behavior or characteristics of a particular

population.

V. Results and Discussions

The following problems were answered in this research.

1. What is the performance of the Grade VI pupils in English before Blended

Learning approach?

1.1 controlled group

1.2 experimental group

 8

Table 1

General Average in English (2015-2016)

Controlled Group Experimental Group

No. Of Pupils (Traditional Classroom (Face-to-Face and

Instruction) Online Instruction)

1 78 80
2 78 81
3 77 78
4 79 77
5 83 80
6 84 84
7 81 84
8 79 77
9 75 79
10 76 78
11 75 78
12 77 78
13 79 77
14 77 77
15 76 79
16 78 79
17 78 77
18 78 76
19 77 76
20 79 79
21 79 78
22 79 78
23 81 78
 9

24 77 79
25 78 77
26 77 76
27 77 77

28 77 76
29 77 77
30 79 75
31 81 78
32 77 75
33 79 75
Mean (AVERAGE) 78.24 77.97
SD 2.02 2.13
Percentage Mean (MPS) 78.24 77.97

The MEAN (Average) of the controlled group showed 78.24 while the

experimental group had 77.97. The Standard Deviation (SD) showed that the

controlled group had 2.02 while the experimental group had 2.13. Moreover, the

Percentage Mean (MPS) of the controlled group (78.24) was higher than the result

of the MPS of the experimental group (77.97). The data revealed that the controlled

group had a higher performance than the experimental group before Blended

Learning was introduced.

2. What is the performance of the Grade VI pupils in the first grading period

after Blended Learning approach is used?

2. 1 controlled group

2.2 experimental group

Table 2

First Grading Result (2016-2017)

 10

Controlled Group Experimental Group

No. Of Pupils (Traditional Classroom (Face-to-Face and

Instruction) Online Instruction)
 11

1 78 83
2 79 83
3 76 80
4 77 81
5 82 82
6 85 84
7 79 85
8 78 80
9 75 80
10 75 79
11 75 80
12 76 81
13 79 82
14 78 78
15 77 79
16 80 82
17 78 81
18 76 76
19 78 78
20 79 80
21 79 79
22 80 80
23 80 80
24 82 80
25 77 77
26 78 78
27 77 77
28 79 78
29 77 78
30 79 77
31 79 80
 12

32 79 79
33 79 78
Mean (AVERAGE) 78.33 79.85
SD 2.12 2.12
Percentage Mean (MPS) 78.33 79.85
Percentage Increase 0.09 1.88

The MEAN (Average) of the controlled group showed 78.33 while the

experimental group had 79.85. The Standard Deviation (SD) showed that both the

controlled and the experimental group had 2.12. On the other hand, the Percentage

Mean (MPS) of the controlled group showed 78.33 while the experimental group had

79.85. The data on this table revealed that the experimental group had a higher

performance than the controlled group after Blended Learning was introduced.

3. Is there a significant difference in the use of blended learning approach in

the performance level of the pupils in the first grading period?

3. 1 controlled group

3.2 experimental group

Table 3

Comparison of Grades

Controlled Group Experimental Group

Gen. Average
(Traditional Classroom (Face-to-Face and Online
(S.Y. 2015-2016)
Instruction) Instruction)

Mean (AVERAGE) 78.24 77.97

SD 2.02 2.13

Percentage Mean (MPS) 78.24 77.97

 13

Controlled Group Experimental Group

First Grading
(Traditional Classroom (Face-to-Face and Online
(S. Y. 2016-2917)
Instruction) Instruction)

Mean (AVERAGE) 78.33 79.85

SD 2.12 2.12

Percentage Mean (MPS) 78.33 79.85

Percentage Increase 0.09 1.88

The table showed that there was a Percentage increase in the result of the First

Grading Period in both groups. The controlled group increased 0.09 while the

experimental group raised to a percentage of 1.88. The data revealed that there was

a significant difference in the use of blended learning approach in the performance

level of the of the pupils after the implementation of Blended Learning approach.

Table 4

Comparison of Results (2015-2016 and 2016-2017)

Controlled Experimental
Controlled Experimental
No. Of Group Group
Group Group
Pupils (First Grading Result (First Grading Result
(Gen. Av. 2015-2016) (Gen. Av. 2015-2016)
2016-2017) 2016-2017)

1 78 78 80 83
2 78 79 81 83
3 77 76 78 80
4 79 77 77 81
5 83 82 80 82
6 84 85 84 84
7 81 79 84 85
8 79 78 77 80
9 75 75 79 80
10 76 75 78 79
11 75 75 78 80
 14

12 77 76 78 81
13 79 79 77 82
14 77 78 77 78
15 76 77 79 79
16 78 80 79 82
17 78 78 77 81
18 78 76 76 76
19 77 78 76 78
20 79 79 79 80
21 79 79 78 79
22 79 80 78 80
23 81 80 78 80
24 77 82 79 80
25 78 77 77 77
26 77 78 76 78
27 77 77 77 77

28 77 79 76 78
29 77 77 77 78
30 79 79 75 77
31 81 79 78 80
32 77 79 75 79
33 79 79 75 78
Expected 20 20
Values

Observed 11 29
Results

ﾧ
 15

X2 = ((11-20) 2 / 20 + (29-20) 2 / 20)

X2 = (-9)2/20 + (9)2/20

X2 = (81/20) + (81/20)

X2 = 4.05 + 4.05

X2 = 8.100

The difference is considered to be very statistically significant since chi squared

equals 8.100 .

4. What is the significant implication of using blended learning approach in

the academic performance level of the Grade VI pupils in English?

Based on the result of the general average in English for the school year 2015-

2015 and the result of the first grading period of the pupils under the experimental

group, the use of Blended Learning approach had a significant impact in the

academic performance of the Grade VI pupils in English since they were able to

access the lectures, learn and master the lesson at their own pace.

VI. Summary

The following questions were answered in this research:

1. What is the performance of the Grade VI pupils in English before Blended

Learning approach?

1.1 controlled group

1.2 experimental group

The MEAN (Average) of the controlled group showed 78.24 while the

experimental group had 77.97. The Standard Deviation (SD) showed that the

controlled group had 2.02 while the experimental group had 2.13. Moreover, the
 16

Percentage Mean (MPS) of the controlled group (78.24) was higher than the result

of the MPS of the experimental group (77.97). The data revealed that the controlled

group had a higher performance than the experimental group before Blended

Learning was introduced.

2. What is the performance of the Grade VI pupils in the first grading period

after Blended Learning approach is used?

2. 1 controlled group

2.2 experimental group

The MEAN (Average) of the controlled group showed 78.33 while the

experimental group had 79.85. The Standard Deviation (SD) showed that both the

controlled and the experimental group had 2.12. On the other hand, the Percentage

Mean (MPS) of the controlled group showed 78.33 while the experimental group had

79.85. The data on this table revealed that the experimental group had a higher

performance than the controlled group after Blended Learning was introduced.

3. Is there a significant difference in the use of blended learning approach in

the performance level of the pupils in the first grading period?

3. 1 controlled group

3.2 experimental group

The table showed that there was a Percentage increase in the result of the First

Grading Period in both groups. The controlled group increased 0.09 while the

experimental group raised to a percentage of 1.88. The data revealed that there was

a significant difference in the use of blended learning approach in the performance

level of the of the pupils after the implementation of Blended Learning approach.

4. What is the significant implication of using blended learning approach in

the academic performance level of the Grade VI pupils in English?

 17

Based on the result of the general average in English for the school year 2015-

2015 and the result of the first grading period of the pupils under the experimental

group, the use of Blended Learning approach had a significant impact in the

academic performance of the Grade VI pupils in English since they were able to

access the lectures, learn and master the lesson at their own pace.

VII. Conclusion

Based on the findings, the following were drawn:

1. The controlled group had a higher performance than the experimental

group before Blended Learning was introduced.

2. The experimental group had a higher performance than the controlled

group after Blended Learning was introduced.

3. There was a significant difference in the use of Blended Learning

approach in the performance level of the pupils on the result of the first

grading period.

4. The use of Blended Learning approach had a significant implication in the

academic performance of the Grade VI pupils in English since they were able

to access the lectures, learn and master the lesson at their own pace.

VIII. Recommendation

Based on the significant findings of the study, these recommendations are offered:

1. Blended Learning: An Approach to Improve the Academic Performance in English

of the Grade VI Pupils, should be implemented in other learning areas.

2. This approach should be endorsed to other schools to improve the academic

performance of the pupils in Grade VI.

3. The e-classroom should be utilized in the use of blended learning activity for the

Grade VI pupils with complete Wi-Fi facility

 18

4. This investigation may encourage administrators and supervisors in designing

training or seminar workshops for teachers to be familiarized with the use of

blended learning instruction.

IX. References

Cavus,N.,Uzunboylu H.,& Ibrahim, D. (2006). The effectiveness of using learning

management systems and collaborative tool in web--‐based teaching of

programming languages. (). Retrieved from

http://search.proquest.com.er.lib.k--‐state.edu/docview/61931375?accountid=

11789

Cummins, J., Brown, K., & Sayers, D. (2007). Literacy, technology, and diversity:

Teaching for success in changing times. Boston: Allyn & Bacon/Pearson.

E. Massie, "Blended Learning: The Magic is in the Mix," in The ASTD E-Learning

Handbook, edited by A. Rossett (New York: McGraw-Hill, 2002), 59. [return]

Georgouli K.,Skalkidis,I.,& Guerreiro,P. (2008). A framework for adopting LMS to

introduce e-learning in a traditional course. Journal of Educational Technology &

Society, 11(2) Retrieved

http://search.proquest.com.er.lib.k--‐state.edu/docview/1437133487?accountid

=11789

Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Web 2.0 and Classroom

Research: What Path Should We Take Now? Educational Researcher, 38(4),

246-259. doi:10.3102/0013189x09336671.

Griggs,B.R.Eighth grade social studies teachers' perceptions of the impact of

technology on students' learning in world history., 170. Retrieved from

http://search.proquest.com.er.lib.k--‐state.edu/docview/881473459?accountid=
 19

11789. (881473459;ED519954).

Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and

classroom learning, 3rd Ed. London: Open University Press.

Zhao,Y. (2007). Social studies teachers' perspectives of technology integration.

Journal of Technology and Teacher Education,15(3), 311--‐333. Retrieved from

http://search.proquest.com.er.lib.k--‐state.edu/docview/200076525?accountid=

1ﾧ1789

X. Acknowledgments

My heartfelt thanks to the following persons who helped me put this paper into
reality.

To our Supervisor, Dr. Joel O. Peregrino and all the school heads in the City of
Tagaytay for the utmost support,

To my school principal, Dr. Maribel B. Ramos, who challenged me do this action

research,

To Tagaytay City researchers especially to Maám Jennifer Rojo and Sir Arvin
Marinduque who served as my critics,

To Olivarez College-Tagaytay for giving me the idea on how blended learning is done
and to my my MaEd classmates who in one way or another helped me during the
process, Ms. Fmari Panganiban, Sir Rogelio Nerveza Jr and Sir Anthony Literal,

To my parents, Renetgardo and Elsie, my sisters and brother Loren, Jeanny,

Leah, Jhing, Zali, Jerwin, Joyce and Jay for moral and financial support,

To my husband, Eldickson, and to my kids, Lady and Lee, for the inspiration,

And above all to our Almighty Father

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