THE EXTENT OF IMPLEMENTATION OF BLENDED LEARNING IN SENIOR HIGH SCHOOL SCIENCE EDUCATION VIS-A-VIS STUDENTS’ ACADEMIC ACHIEVEMENT

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Romel C. Mutya, Apreyll-rose L. Masuhay
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引用次数: 0

Abstract

This study investigates the extent of implementation of blended learning in senior high school (SHS) science education as to the content, communication, technology, pedagogy, and assessment vis-à-vis students’ academic achievement. In this analytical research design, data were gathered from 182 students and 12 science teachers using stratified random sampling. Gathered data were systematically treated and analyzed utilizing descriptive and inferential statistics such as frequency, percentage count, mean, standard deviation, one-way analysis of variance (ANOVA), and Pearson Product-Moment Correlation. Findings revealed the extent of implementation of blended learning in SHS science education as moderately implemented as perceived by the students and teachers. As to the students’ profiles, there was a significant relationship between technology and the parent’s monthly income. There was no significant difference in the extent of implementation of blended learning across all variables as perceived by the teachers. After implementing blended learning, the student’s academic achievement in science was outstanding, and this put forward a significant relationship between content and assessment in their academic achievement. The study concluded that several things should be considered in implementing blended learning in the new normal education. Students’ and teachers’ involvement in the implementation is essential for improving the modality and the school administrators may consider undertaking specific plans and activities such as the need for teachers to attend training, seminars, and workshops related to blended learning implementation.
高中科学教育实施混合式学习的程度与学生学业成绩的关系
摘要本研究旨在探讨混合式学习在高中科学教育中的实施程度,包括内容、交流、技术、教学法,以及对-à-vis学生学业成就的评估。在本分析研究设计中,采用分层随机抽样的方法收集182名学生和12名科学教师的数据。对收集到的数据进行系统处理和分析,利用描述性和推断性统计,如频率、百分比计数、平均值、标准差、单因素方差分析(ANOVA)和Pearson积差相关。调查结果显示,学生和教师认为混合学习在高中科学教育中的实施程度为适度实施。在学生的个人资料中,技术与父母月收入之间存在显著的相关关系。在教师感知的所有变量中,混合式学习的实施程度没有显著差异。实施混合学习后,学生在科学方面的学业成绩突出,这表明学生的学业成绩中内容与评价之间存在显著的关系。研究总结了在新常态教育中实施混合式学习应考虑的几个问题。学生和教师参与实施对于改进模式至关重要,学校管理者可以考虑制定具体的计划和活动,例如需要教师参加与混合式学习实施有关的培训、研讨会和讲习班。
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来源期刊
Turkish Online Journal of Distance Education
Turkish Online Journal of Distance Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.80
自引率
0.00%
发文量
41
审稿时长
8 weeks
期刊介绍: The Turkish Online Journal of Distance Education (TOJDE) is a peer-reviewed quarterly e-journal. International in scope, this scholarly e-journal publishes refereed articles focusing on the issues and challenges of providing theory, research and information services to global learners in any kind of distance education or open learning applications. TOJDE will particularly strive to meet the continuing education needs of practitioners and educators by providing a forum for the discussion of extended learning strategies, policies and practices, and trends in information technology as they impact the delivery of student support services for distance learners and faculties.
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