Sample of Practical Research 2 From RMDSF-STEC (HUMSS-Santos-TeamAnalytica-For-Binding)

THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS
DURING BLENDED APPROACH
A Thesis
Submitted to the Faculty of
Ramon M. Durano Sr. Foundation –
Science and Technology Education Center
Banaba, Guinsay, Danao City, Cebu
In Partial Fulfillment for the

Academic Requirements for
Inquiries, Investigations and Immersion
(Quantitative - Qualitative Research)
Humanities and Social Sciences (HUMSS)
ALBURO, SHANTAL TAURINE T.

CAPUTOL, JOHN LOURENCE C.
CASONA, GWYNETH LOUISE A.
DURANO, JUSTIN P.
HAGNAYA, RODNEY M.
LUMAPAS, GLEEZL ANNE
MONTESUSO, JANE ALTHEA B.
PINEDA, LOVEL JONAIRY M.
ROSALES, JIMUEL
TUMANDA, MA. ANTONIETTE B.
YPIL, LAVENIA KAYE V.
May 2022
i
APPROVAL SHEET
The research entitled “THE ACADEMIC PERFORMANCE OF SENIOR

HIGH SCHOOL STUDENTS DURING BLENDED APPROACH” prepared and
submitted by ALBURO, SHANTAL TAURINE T. CAPUTOL, JOHN LOURENCE
C. CASONA, GWYNETH LOUISE A. DURANO, JUSTIN P. HAGNAYA,
RODNEY M. LUMAPAS, GLEEZL ANNE. MONTESUSO, JANE ALTHEA B.
PINEDA, LOVEL JONAIRY M. ROSALES, JIMUEL. TUMANDA, MA.
ANTONIETTE B. YPIL, LAVENIA KAYE V. In partial fulfillment for the academic
requirements for Inquiries, Investigations and Immersion (Quantitative
Research), it has been examined and is recommended for approval for ORAL
DEFENSE.
STUDENT’S RESEARCH COMMITTEE
MARIBETH E. NOYA, M.A.Ed.

Chairman
ARQUE G. BEDUYA, Ph.D.

Co-Chairman
EDILBERTO M. HINAY JR., M.A.Ed., M.A.Comm. ALVIN TAMPUS

Adviser Statistician
CAROLINE M. HINAY, Dev.Ed.D. NENIANETH BARRIGA

Member Member
IVY CLAIRE R. DEBALUCOS, M.B.A. JENNEFER PERMINOFF

Member Censor
Accepted and Approved in partial fulfilment for the academic requirements in Senior
High School, with a strand in Humanities and Social Sciences (HUMSS)
Design Hearing: January 19, 2020
MARIBETH E. NOYA, M.A.Ed.

Principal III
Ramon M. Durano Sr. Foundation – STEC
ii
ABSTRACT
THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS
DURING BLENDED APPROACH
ALBURO, SHANTAL TAURINE T. CAPUTOL, JOHN LOURENCE C.

CASONA, GWYNETH LOUISE A. DURANO, JUSTIN P. HAGNAYA, RODNEY
M. LUMAPAS, GLEEZL ANNEMONTESOSU, JANE ALTHEA B. PINEDA,
LOVEL JONAIRY M. ROSALES, JIMUEL TUMANDA, MA. ANTONIETTE B.

Science and Technology Education Center
Danao City Division
EDILBERTO M. HINAY JR, MAEd, MAComm.

[email protected]
Adviser
This study determines the relationship between the background information

of the students and their academic performances during blended learning.
Moreover, researchers utilizing this method will use a quantitative research
method, with data treated using correlation methods. On the other hand, the
qualitative data of the study used a 4-point Likert scale as a degree of categorical
responses. Also, the data revealed that all of its overall means signified that the
academic performances of the students were "fairly satisfactory" and
"satisfactory" in Core, Applied and Specialized Subjects. In addition, researchers
found out as well that there is no significant relationship between the dependent
and independent variables. In addition, researchers found out as well that there
is no significant relationship between the said independent and dependent
variables. From the data presented, researchers developed and came up with
the output of the study entitled "THE ACADEMIC PERFORMANCE OF SENIOR
HIGH SCHOOL STUDENTS DURING BLENDED APPROACH"
Keywords: academic performances, relationship, correlation
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ACKNOWLEDGMENTS
Ask the Lord to bless your plans, and you will be successful in carrying them out.
- Proverbs 16:3(TEV)
All glory and honor belong to God. He is the one who has helped us
throughout the journey of this research. He, who never failed to open
opportunities for us to experience this and bring success in our work.
It takes a lot of faith in ourselves to believe that we can pull this off
because most of us are new to research, but because of the individuals that
surround us, we were encouraged to act by those who love and support us to
bring out the best in us. This success of ours couldn’t have turned into reality
without these people who supported and guided us to achieve this output in
different helpful ways.
To our parents, who provide us with financial, emotional, and spiritual

support every time, we owe you a lot. What a great comfort and relief to know
that you were willing to provide everything you could give, even though you have
struggled a lot. All your efforts won't be wasted and will lead to something great
in the near future.
We would never forget to mention our siblings, who have also suggested
and given useful information at last. Even if the world tries to put us against each
other, you are still there supporting them secretly in your heart.
Our sincere appreciation to all our respondents who truly responded and
welcomed us as we shared and asked for a small amount of their time to answer
the Google form as a survey in order for us to finish our output.
What a great blessing for us to have Mr. Edilberto Hinay, who taught this
powerful subject, research, with passion and love. You have directed us through
your great knowledge of words and actions before, during, and after our work.
Thank you for being part of our journey and letting us experience this challenge.
In the end, we hope to make you proud.
We express our sincere hearts to our panelists, Ms. Jennifer Perminoff,

our censor, Sir. Alvin Tampus, our statistician, Ms. Ninianeth Barriga, Sir. Carlo
Roble, and Ms. Ivy Claire R. Debalucos, who lifted our hopes through the
critiques they made on our output. They provide valuable comments and
suggestions that help us understand our errors and do what needs to be done.
Being kind and approachable in correcting us is so much appreciated.
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To our adviser, Mrs. Laila D. Nacar, and together with other dedicated
subject teachers, we offer our sincere appreciation for the learning opportunities
you have provided and continue to mold each student to go beyond their limits
and to dream for the best. Thank you for believing in us and embracing us. You
have taught us the best you can, even through modules, online and some video
lessons that did not just tackle academic but also life lessons. The knowledge
you have shared can be used in the future to overcome struggles and
challenges, not just as a student but as a mere human being.
TO GOD BE THE GLORY!
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DEDICATIONS
This work is wholeheartedly dedicated to my parents who have been my source of inspiration and
gave me strength when I thought of giving up, who continually provide their moral, spiritual,
emotional, and financial support. And lastly we dedicated this work to the almighty god, for the
guidance, strength, power of mind, protection and skills, and for giving us a healthy life.
-Alburo, Shantal Taurine
I wholeheartedly dedicated this study to my parent, who always guide me to the right path and love me
more than themselves. To our teachers, especially to our Practical Research Teacher Sir Edil Hinay who is
always give us tips and guide to make our study clear and understandable.To my Friends, who always gives
me support and cheer me up when I lost some hope. And most especially to Father Almighty, who
strengthen my will, never let myself be defeated be my own problems and love me unconditionally.
- Caputol, John Lourence
This research is dedicated to our parents, who support us morally, emotionally, spiritually, and
financially. This work is also dedicated to the students that took part in our survey. To our friends
and classmates who gave their expertise, guidance, and encouragement in order to complete our
research. Thank you so much, sir, to Mr. Edil Hinay for sharing his expertise, advice, and support.
Finally, we dedicate our thesis to the Almighty God, thanking him for providing us with strength,
mental capacity, and abilities. All of these are available to you. There are no words to express my
thanks to each and every one of you. All I can say is that it is an honor for me to dedicate this to each
and every one of you. Thank you very much!
- Casona, Gwyneth Louise
This work is offered wholeheartedly to our Almighty God, who provides us with life, power,
knowledge, and wisdom. I also dedicate this work to the people who continuously showed support to me.
This research is also for our instructor. Mr. Edilberto Hinay who is always there to support and guide us
even in his hectic schedule. Lastly to my leaders and groupmates who work hard to accomplish and made
this research possible, this is the whole fruit of our work.
-Durano, Justin Porras
This study is wholeheartedly dedicated to our parents, who provide us moral, emotional, spiritual
and financial support. Also to the students who participates in our survey, this work is also for you.
To our friends, classmates who shared their knowledge, words of advice and encouragement to finish
this study. Especially to Mr. Edil Hinay who shared his knowledge, guidance and support, thank you
so much sir, Lastly, we dedicate this thesis to the Almighty God, thank you for giving us strength,
power of mind and skills. All of these we offer to you. There is no words that can explain my gratitude
towards all of you. All i can say that it is my honor to dedicate this to all of you. Thank you!
- Hagnaya Rodney
This study is dedicated to my parents, Fil-Mar Lao and Cecile Lumapas, who have always been a
source of inspiration for me. He's given us the impetus. Mr. Edil Hinay, who has shown determination
and discipline in tackling an assignment with us. This endeavor would not have been possible
without their love and support.
- Lumapas, Gleezl Anne
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This work is the fruit of countless and arduous sacrifices. Through the researchers' efforts, this work is
neatly and proudly dedicated to the people who serve as an inspiration. From parents and guardians to
classmates and friends who stepped up to help in the midst of difficulties while doing this work. Especially
to Mr. Edil Hinay, who shared his knowledge, guidance, and support. Thank you so much, sir. Above all,
we dedicate this thesis to the Almighty God, who showered us His blessings in our everyday lives,
especially for the strength, courage, patience, wisdom, time, and guidance in the realization of this work.
- Montesuso, Jane Althea
There's nothing to boast, everything belongs to God alone. Thank you Lord for blessing us this
success and being with me as I endure every step of the way. To my loving family who never failed to
give their support in every aspect of my life even struggling, I love you. To my friends who
encouraged and allow me to knock for informations, I am glad that you became part of this journey.
To my co-researchers in team Analytica, our efforts were not wasted,this is the fruit of our hard
work. Especially to Mr. Edilberto Hinay, thank you so much for giving us this opportunity with your
passion.
-Pineda, Lovel Jonairy M.
I, Jimuel Rosales, would like to express my sincere gratitude to my family, who have always been
there for me in big and small ways. I'd want to acknowledge and express my gratitude to Mr. Edil
Hinay, my research teacher, for his continued support and encouragement and to my fellow
groupmates who worked hard to make this research possible. Conclusively, we all profoundly
dedicate this study and express our sincerest gratitude to our Almighty God as this research was
developed by the grace of Him who provided us with the knowledge, guidance, strength, mental
power, protection, abilities, and wit to finish and establish this research amidst this pandemic. All of
these, we offered to him.
-Rosales, Jimuel
First and foremost, I'd like to give thanks to the Almighty God for providing me with the strength and
guidance I needed to persevere through those trying days. I'd like to express my heartfelt gratitude to
my wonderful family, who have shown me endless love and support and have never failed to believe
in me. Mr. Edilberto Hinay, our beloved teacher, thank you for assisting us in learning and making
our studies easier. Also, to my teammates, who never gave up and kept fighting despite all of the
challenges we faced.
- Tumanda, Ma. Antoniette
This study is dedicated to our beloved parents, who have been our source of inspiration and strength
throughout this research. Their continuous moral, spiritual, emotional and financial support. To our
classmates and friends who shared their opinions and give us courage to finish this study. Thank you.
We also dedicate this research to the Almighty God, for his guidance, protection and for giving us a
healthy life to be able to carry out this research. And lastly we dedicate this research to our research
adviser, Mr. Edil Hinay for his efforts and patience to guide us throughout the research and helped us
to better understand the key points of this research. Thank you very much Sir.
- Ypil, Lavenia Kaye
vii
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGMENT v
DEDICATIONS vi
TABLE OF CONTENTS viii
LIST OF TABLES x
LIST OF FIGURES xi
Chapter 1 THE PROBLEM AND ITS SCOPE 1

INTRODUCTION 1
Rationale 1
Theoretical Background 3
THE PROBLEM 6
Statement of the Problem 6
Null Hypothesis 7
Scope and Limitations 8
Operational Definition of Terms 9
Chapter 2 REVIEW OF RELATED LITERATURE 11

Theme 1: Background information of the
characteristics of the students
Sex 11
Age 12
Section in 12 HUMSS 13
Internet connection at Home 14
Availability of Gadgets 15
Family Monthly Income 16
Monthly Allowance 17
Theme 2: Academic Performance

Core Subjects 18
viii
Applied Subjects 19
Specialized Subjects 20
Chapter 3 RESEARCH METHODOLOGY

Research Design 21
Flow of the Study 22
Research Environment 24
Research Respondents and Sampling Procedures 27
Research Instruments 28
Data Gathering Procedures 29
Statistical Treatment of Data 30
Scoring Procedures 31
Chapter 4 PRESENTATION, DATA ANALYSIS AND INTERPRETATION

Background Information of the Respondents
Age 32
Sex 34
Section in 12 HUMSS 35
Internet connection at Home 37
Availability of Gadgets 39
Family Monthly Income 40
Monthly Allowance 42
Core Subjects 45
Applied Subjects 47
Specialized Subjects 49
Chapter 5 SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS
Summary of Findings 58
Conclusion 59
Recommendations 60
Recommendation for Further Studies 61
BIBLIOGRAPHY 62
APPENDICES
A Transmittal letter 67
B Sample Questionnaire 68
C Screenshots on Anti-Plagiarism Test 70
ix
D Screenshot on Data Analysis from SPSS 71
CURRICULUM VITAE 72
LIST OF TABLES
Table Number Title Pages
1 Distribution of Respondents 27
2 Background Information of the Respondents
According to their Age 33
According to their Sex 34
According to their Section in 12 HUMSS 35
According to their Internet Connection 37
According to their Availability of Gadgets 39
7 Background Information of the Respondents 40
According to their Family Monthly Income
8 Background Information of the Respondents 42
According to their Monthly Allowance
9 Academic Performances in Core subjects 45
18 Academic Performances in Applied Subjects 47
68 Academic Performances in Specialized Subjects
49
x
20 Relationship between the characteristics of the students 51
and their academic performances in core, applied,
and specialized subjects.
21 Intervention and action plan of the study 54
LIST OF FIGURES
Figure Number Title Page No.
1 Theoretical-Conceptual Framework 4
2 Flow of the Study 23
3 Location map of the research environment 25
xi
1
Chapter 1
THE PROBLEM AND ITS COPE
INTRODUCTION
Rationale
Most senior high students during the blended approach had low academic
performance because they didn't have gadgets or enough allowance to answer
the modules or to join their online class. It also includes the expense of
technology, inadequate training, and technological issues, the need to adapt to
the blended approach, decreased motivation, and weakened relationships
between students and teachers. This technique gave students new skills such as
the ability to be self-centered and self-directed as well as the ability to work
independently.
According to the United States Department of Education (Means, Toyama,
Murphy, Bakia, & Jones, 2009), a combination of classroom and web-based
teaching and learning provides access to the largest range of learning styles and
approaches for improving student abilities and expertise as learners (Cleveland-
Innes, 2017).Many studies on blended learning indicate that learners' abilities to
learn collaboratively, think creatively, study independently, and adapt their own
learning experiences to their specific needs improve. Furthermore, the term
blended learning refers to the use of technology in the classroom. It refers, more
particularly, to the utilization of online sites and apps to deliver a component of
the curriculum while the teacher facilitates instruction (Smith, 2015).

2
Modular and Blended Learning is the most frequent type of distant
learning in the Philippines. According to J. Bernardo, this is in line with a survey
conducted by the Department of Education, which found that printed and digital
modules were the most popular distance learning method among parents and
children. This is also true for students in rural areas who do not have access to
the internet and hence are unable to take advantage of online learning. In the
Division of Danao City, the majority of the public schools settled in modular
learning as the new typical mode of education. Depending on their school's
option, teachers will print the modules and students will receive them. Although
blended learning can be done from the comfort of the students' homes, it does
not guarantee a stress-free academic life, especially in senior high school, which
requires more effort and time from the students to keep up with their lessons.
Ramon M. Durano Sr. Foundation - STEC is one of the schools in Danao
City Divisions which is affected with this pandemic. Observing in a blended
learning environment is not the same as observing in a traditional context. It is
more difficult to assess whether students' individual plans are linked to relevant
grade-level criteria because observers are not only looking at one lesson at a
time. While blended learning activities can be completed in the comfort of the
learner's own home, they do not guarantee a stress-free academic life, especially
in senior high school at RMDSF-STEC. This strategy may boost student
involvement with the learning processes; nevertheless, transferring lecture
material from in-person to any type of blended learning may potentially lower
student performance.
3
In a study conducted for the Third International Conference on Advance
Research in Teaching and Education, 90% of students stated that they are
having difficulty with a blended learning approach, 50% stated that they do not
have enough time to answer their modules, and 90% stated that they are having
difficulty answering their modules. Furthermore, student’s challenges during
modular learning include a lack of sleep and time to answer due to the numerous
of activites, poor self-studying, and a lack of focus. This study aims to know the
academic performances of senior high school students during blended approach
and as well as expose the relevant outcomes of the instigation. The study also
deliberates on the driving motives that influence the senior high school students
to invoke on such relieving techniques.
Theoretical Background
This study is anchored on established theories which helped the
conceptualization of the study which are the Transactional Distance Theory and
Behavioral Learning Theory.
According to the Transactional Distance Theory, distance education is
more than just a geographical separation of learners and instructors; it is also a
pedagogical concept. There is some transactional gap in face-to-face learning as
well (Rumble 1986). Moore does point out, however, that when we talk about
distance education, we're usually talking about a teaching situation where the
distance between the teacher and the learner is great enough that special
teaching-learning methods and techniques are required. Despite the fact that
their are consistent trends, these methods and techniques, as well as teacher
4
and learner attitudes, differ tremendously. This is another way of saying that
there are various degrees of transactional distance within the family of distance
education programs. According to Transactional Distance theory, learner
 Transactional Distance Theory

 Behavioral Learning Theory
Academic Performances of Senior High School

Students in RMDSF-STEC during Blended Approach
 Age;
 Sex;  Core Subjects;

 Section 12 HUMSS;
 Applied Subjects;
 Internet connection at home;
 Specialized
 Availability of gadgets;
Subjects;
 Family monthly income;
 Monthly Allowance;
Process
 Data Collection
 Data Analysis
 Data Interpretation
 Discussion
5
OUTPUT
Intervention
Figure 1. Theoretical – Conceptual Framework
autonomy must increase as the level of interaction between teacher and learner
decreases.
The behavioral learning theory is critical in understanding how to motivate
and assist students. Information is transferred from teachers to students as a
result of a positive response to the appropriate stimulus. Students are a passive
participant in behavioral learning because teachers provide the information as
part of the stimulus-response cycle. Using behaviorism, teachers teach students
how to react to and respond to various stimuli. This should be done on a daily
basis to remind students of the actions that an instructor is looking for. Teachers
can refashion a challenging but less pressurized approach to students or
incorporate such interventions.
Statement of the Problem
This study investigated the academic performance of senior high school
students in Ramon M. Durano Senior Foundation-Science and Technology
Education Center for S.Y. 2021-2022 during the utilization of a blended
approach. The results of the study have formed the basis for creating a proposed
program.
Specifically, this study sought to answer the following questions:

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1. Characteristics of the respondents:
1.1 Age:
1.2 Sex:
1.3 Section in 12 HUMSS:
1.4 Internet connection at home:
1.5 Availability of gadgets:
1.6 Family monthly income:
1.7 Monthly Allowance:
2. The impact of blended learning in terms of acadamic performance in:
2.1 Core Subjects:
2.2 Applied Subjects:
2.3 Specialized Subjects
3. Is there any significant relationship between the characteristics of the students
and how about their academic performances in core, applied and specialized
subjects?
4. Based on the results what are the proposed programs that could be develop?
Null Hypothesis
At a .05 level of significance, the following hypothesis has been tested:
Ho: There is no any significant relationship between the characteristics of the
students and their academic performances in core, applied, and
specialized subjects.
Significance of the Study

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This study would be of great support to the following entities:
School. This study will benefit the school since this research dispenses
information with regards to the possible effects of overloaded tasks given to the
students. Through this, the establishment can execute certain actions necessary
to lessen the struggles of the students affected by Blended Learning. It also
allows the establishment to take precise and necessary steps to guide and
support both students and teachers.
Teachers. This study will give off significant information to the teachers
and increase their awareness of their students’ being. They can remodel their
task given to the students into a strenuous yet less pressurized approach to the
students. This process can make it easier to identify signs of a student struggling
or educational strengths and act upon them accordingly.
Family. The study can greatly benefit the close relatives since they will be
able to modify and strengthen their ways of supporting their children in their
studies and whole being. As they are the primary support system for students,
uplifting their morale and keeping up motivation amidst the current pandemic.
Therefore, they could be the ones instilling the needed resilience and patience
among students to survive the current situation in the country.
Senior High Students. The study can greatly benefit senior high school
students, as they are the center of this research. Through this, they will be able
to observe their experiences during blended learning. Furthermore, this study

8
covers the stressors they stumble upon and the possible strategies that they can
apply to cope with the new way of learning.
Future Researchers. This study can be an associate paper to future
related studies about the academic performances of senior high school students
during the blended approach and can be applicable for correlation or refelaction.
It may be easier for them to identify the impacts of this approach on students who
are dealing with this kind of learning. This would also be helpful in regards to
what performances for students would be useful and effective during thid wat of
learning.
Scope and Limitations
The study used a quantitative research method, with data treated using
correlation methods. The following variables have been tested for their
relationship: the respondents' profile in terms of age, sex, strand, internet
connection at home, availability of gadgets, family monthly income, monthly
allowance (Independent), as well as the academic performance in terms of core
subjects, applied subjects, and specialized subjects (Dependent).
This research would employ the random sampling method in which all
senior high school student under the strand of Humanities and Social Sciences
(HUMSS) in Ramon M. Durano Senior Foundation- Science and Technology
Education Center has the chance to become an informant in this study given that
they have passed the qualifications. The respondents: 80 students in RMDSF-
STEC and officially enrolled for this school year. The study will exercise an online
9
survey through Google forms as a tool to gather the needed data for the study.
This study is expected to run for duration of five months (5) months.
Operational Definition of Terms
To alleviate a better comprehension of the key terms being used in the
study, the following terms would be a huge help to completely analyze the study
and would be operationally defined.
Blended Approach. This refers to the implementation of a curriculum that
merges face-to-face learning activities with online learning components to
develop the students' and teachers' teaching and learning experiences.
Academic Performance. The purpose of this study is to measure students’
achievement across various academic subjects. This term is used as the
dependent variable in the study, and it is made up of three parts: Core,
Applied, and Specialized subjects. The grades from these components are
combined to determine the student's academic performance.
Develop Strategies. Operationally, this term refers to finding, selecting,
evaluating strategic possibilities and planning how to allocate the
information to meet goals.

10
Track. For the purpose of the study, SHS tracks, similar to college courses, are
specific areas of study that fall into four disciplines: Academic, Technical-
Vocational-Livelihood (TVL), Sports, and Arts Design. These are the
subjects that will provide students with the competencies and advanced
skills needed for college or technical school, entrepreneurship,
employment, and, most importantly, life.
Challenges. This refers to Blended learning models face considerable obstacles
such as the cost of technology, insufficient training, technological
concerns, the need to modify content for blended learning, lower
motivation, and weaker relationships between students and teachers.

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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature and studies after the
thorough and in-depth research done by the researchers. This chapter focuses
on analyzing trusted and reliable studies and literature in order to strengthen the
researchers' claims and to grasp a clear understanding about the given topic.
Theme 1: Characteristics of the respondents
It is essential to learn the personal background of your respondents since
this will help in giving a clear understanding and concrete answer in analyzing
the results of your study. During information gathering, there are different types
of searches conducted: the aims to collect personal information, their physical
location, and the respondent’s business activity. According to Lenzer, Kackmirek
and Galesic (2011), asking questions is a primary method in gathering standard
information such as attitudes, sex, beliefs, values, and the like. The relevant
information’s retrieved through surveys is essentially vital in giving valid
conclusions to the findings. According to Hoskyn (2013), student profiles have
also aided in the customization of teaching methods to student strengths and

12
student identity. The results of the study revealed that students' success is highly
associated with their demographic profiles.
Sex
According to Dang, Zhang, Ravindran, & Osmonbekov (2016),
Interestingly, all three factors had a large impact on female students' perceived
success and enjoyment, which had a major impact on their learning satisfaction;
however, computer self-efficacy had no significant impact on male students'
reported accomplishment or enjoyment.
Sowbhagya M. completed this paper. According to et al (2018), a flipped
classroom workshop on gender and sexuality was developed in 2016 using
blended learning techniques. The workshop included online components that
provided basic information on gender and sexuality, which students viewed prior
to the facetoface session. During the facetoface session, students discussed
specific genderrelated topics with expert facilitators using a timed multistation
approach. A plenary session allowed students to ask any remaining questions.
According to the evaluation, the workshop increased the students' selfreported
knowledge of gender and sexual health topics and services. The workshop was
also appreciated and enjoyed by the students.
Age
Chronological age differences are established early on. This is common
practice in many other countries (Yesil Dagli & Jones) as also shown in the
results of spectrum of ages and maturity levels within each class (Bedard and
Dhuey, 2006). In other words, when students of varied ages in month but in the
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same grade were tested at all once, the younger students performed worse than
others, but when the test was administered to all students at the same age in
months, the differences were neglible （ Crawford, Dearden, &Greaves,2014).
Thus, they attribute the impact of age differences to maturity.
Relative age impacts in study habits of junior high school students inside a
given cohort class, generally younger students have an alternate exhibition
concerning moderately than older individuals. Most students normally beat their
youngest mates during a good cluster of intellectual and scholarly results
(Bedard and Dhuey, 2006; Craw-passage, Dearden, and Meghir, 2007; Mayer
and Knutson, 1999). Such contrasts are more checked at early ages and may
generally blur away as kids become more seasoned, ordinarily during early
adolescence.
Section in 12 HUMSS
All face-to-face classes were canceled during the school shutdown,
forcing many institutions, including our own university, to instantly switch from
face-to-face in-person instruction to entirely blended learning. Many instructors
and students who prefer in-person instruction have found the abrupt transition to
totally blended learning to be extremely unpleasant. Blended learning is
sometimes portrayed as a less desirable choice that gives a lower-quality
education than face-to-face instruction (Hodges et al. 2020). A big EDUCAUSE
survey indicated similar negative sentiments toward totally blended learning
(Pomerantz and Brooks 2017).

14
Klem and Connel (2004) state that engagement is important for learning and
achieving success in school. The challenges that most students face within their
classrooms, such as trying to deal with a lack of student motivation, students'
being uninterested in content material, and social and behavioral disruptions, can
also be addressed by making attempts to engage students in the learning
process.
Internet Connection at Home
The study done by Aziz Dridi et. al. (2020) states that poor Internet
connection in the camps severely impacted both students’ and
instructors’experience of the course. In the context of chronic Internet
connectivity issues, the instructors had difficulties assessing their students’
needs and challenges. The results also showed that in light of these intermittent
connection problems, the collaborative learning environment helped students
navigate the challenges of a blended course. Also, the onsite visit by the online
tutors and the face-to-face interactions that resulted from it had a noticeable
impact on the human dynamics of the course by allowing instructors to provide
targeted solutions to students’ problems as well as by building rapport between
the students and the instructional team.
Liyanagunawardena, T. et al (2014) states that there was a significant
positive relationship between ownership of computers and students’ ability to use
computer for word processing, emailing and Web searching. The lack of access
to computers and the Internet, the lack of infrastructure, low levels of computer
literacy, the lack of local language content, and the lack of formal student support
15
services at the University were found to be major barriers to implementing
compulsory online activities at the University.
Availability of Gadgets
An average child spends about 8 hours a day watching electronic screens,
according to the US Centers for Disease Control and Prevention (2020). Too
much screen time combined with a lack of sleep can lead to a lack of productivity
in children. In the worst-case scenario, teenagers are pushed into defying rules
and becoming social delinquents. Excessive use of electronic devices in early
childhood or adolescence has also been linked to psychological disorders such
as attention deficit hyperactivity disorder (ADHD) and physiological complications
such as obesity, visual impairment, dryness, blurred vision, headaches, and
more.
The use of technological gadgets is growing at an unprecedented rate all
over the world, according to Rashid, Mawah, and Mannan (2019). Not only
adults, but also children, are overly invested in technological gadgets these days,
raising questions and concerns about their effects on physical and mental
development in children. Although technology has helped to break down
geographical barriers and make information more accessible, it has also had its
share of disadvantages. The world's technologically dependent population is
constantly adopting an unhealthy, sedentary lifestyle, putting them at risk for
serious diseases and mental disorders.
Family Monthly Income

16
According to the World Bank, at the onset of the COVID-19 or Corona
VirusDisease 2019 global pandemic, the Philippine Government introduced a
large-scale social protection program while placing the country on strict
community quarantine. That's why many Filipino workers lost their jobs and
stayed at home to follow strict community quarantine. In this case, many Filipino
students most especially Senior High Students that are struggling or have
difficulty in studying because their parents or guardian doesn't have enough
money or allowance to let them participate their online class or have nothing to
buy gadgets to enter their online class.
According to Undersecretary Mapa (PSA) 2021, they use 100% CAPI system
around 6,500 tablets for the data collectors and supervisors nationwide that
captures the changes of income and expenditure, particularly food consumption
and non-food consumption patterns of families due to the impacts of the COVID-
19 global pandemic in the country. They find out that many poor Filipinos
suffered the shortage of food consumption during the rise of the cases of COVID-
19.
Monthly Allowance
According to Evinita (2019), It has turn out to be very tough for worldwide
Senior high School students to discover monetary sustainability and getting to
know motivation of their guides of take a look at because of their monetary
pressure and the dichotomy of want and desires. This study tested the
mediatingconsequences of want and desires on the connection among economic

17
pressure and mastering motivation and monetary sustainability. The number of
hours spent for modular learning per day and provided significant difference
when grouped according to strand. The study concludes that monetary pressure
has an excessive correlation importance dating with studying motivation and a
low correlation importance with monetary sustainability. The awful classification
of monthly income and with a low allowance for internet subscriptions. Most of
Senior high school students allocated many hours to answer the lessons per day.
Present findings suggest that the institution must address intervention schemes
through academic and non-academic services. Also, wants and needs do now no
longer mediate the relationships among economic strain and getting to know
motivation and economic sustainability. However, wishes as an impartial variable
as monetary pressure has a good-sized courting with getting to know motivation
and monetary sustainability of global Senior high school students. The study
recommends that worldwide senior high school students’ desires ought to be
glad so that you can save you monetary pressure so that it will affect on their
studying motivation and economic sustainability.
According to Mbokani and Simatupang (2018) , some of students have
been noted to experience stress which affects their learning motivation. This
studies decided the perceptions of Senior high students in phrases of economic
strain and studying motivation and prominent the connection among monetary
pressure and mastering motivation. One hundred worldwide senior high school
students had been randomly sampled as respondents of the look at. Results of
the exam confirmed that there's a sizeable dating among monetary pressure and
18
studying motivation. Senior high school students have been reasonably
experiencing monetary strain however disagreed that it turned into affecting their
mastering motivation. This paper recommends that in addition look at be
performed to perceive the intrinsic getting to know motivation of the global
college students amidst the reputation that there may be a dating among
economic pressure and mastering motivation.
Academic performance refers to the measurement of the overall grade
point average (GPA) obtained from subjects classified as Core, Applied, and
Specialized Subjects in the context of the study.
A common question among teachers in the United States and around the
world is how to raise students' proficiency with the standards as well as how to
engage students thoroughly, meaningfully, and diligently in the learning process.
Pierce (2017) found that traditional teaching strategies such as direct instruction
do not improve students' grades in secondary school. Furthermore, Lozano-
Lozano (2020) and his team of researchers from the University of Grenada
discovered that when students were polled regarding traditional teaching
methods, they expressed a lack of enthusiasm, knowledge, and connection to
the topic being studied.
Core Subjects
19
According to the Great School Partnership (2013), core curriculum refers
to a set of coursesthat all students must complete before progressing to the next
level of their education or earning a diploma. A core curriculum will typically
include specified classes in the four "core" subject areas—English language,
arts, math, science, and social studies—during each of the four standard years of
high school. Additional credit requirements in specified subject areas, such as
the arts, computer science, health, physical education, and world languages,
may be included in some schools' core curriculum, but this is not the case in all
schools. Electives—optional courses that students choose to take and that may
or may not satisfy credit requirements for graduation—are typically not included
in a core curriculum.
The characteristics of core curriculum, according to Ben Davis (2021),
are that it utilizes the problems of personal and social development that all youth
face, and it develops these problems without reference to traditional subject-
matter fields. It should also provide broad intellectual enrichment by exposing
students to a variety of academic experiences on a regular basis. In this
endeavor, the core curriculum's goal is to develop intellectual skills, thought
habits, ethical values, and a love of learning that are independent of major
choice.
Applied Subjects
Applied Learning Prepares Students Beyond the Book, according to the
StateUniversity of New York (2021). In a nutshell, applied learning is learning

20
bydoing. It is a method of teaching in which students apply skills, theories,
andmodels they have learned in school to real-world situations. These chances
can not only improvestudent's experience, but they also have the potential to
improve society's social, economic, and political conditions.
According to Collier (2019), when students learn, they typically gain a
greater range of employment options, allowing them to pursue what they truly
desire or to be realistic. She also encouraged us to think about what career/s we
are interested in sooner rather than later, and that we should choose our skills in
our field as much as possible, build contacts, look for work experience and
internships to get a taste of the working world, get involved with related university
societies, and build an impressive portfolio to show employers and stand out
from the crowd.
Specialized Subjects
A specialized subject that directly correlates to this research project in
grade level, content covered and assessed, and diversity of population found that
students made significant progress. Another study with a similar population to the
researcher population found that blended learning contributed to students'
engagement and overall positivity towards the content and course design
(Akgunduz & Akinuglo 2016).
According to Conelly (2013), schools have always played a critical role in
ensuring that students have the skills needed for the job career of their choice.
Education's primary goal is to fully prepare students for life after school. A
21
necessary and vital part of that equation is preparing for the workplace.
Specialized subjects will continue to be how public education helps students
choose career and education paths as our society and economy evolve.
Furthermore, given our government's current economic and social challenges, it
is critical that we consider the future of students who will enter the workforce right
after high school. Entrepreneurial, risk-taking, and multicultural qualities will be
required of the next generation. Lynch (2013).
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research methodology, which comprises the
following subparts: research design, the flow of the study, research environment,
research respondents and sampling procedure, research instruments, data
gathering procedure, statistical treatment of data, and scoring procedures.
Research Design
The research design used was descriptive-quantitative, with correlation
methods used to determine the relationship between the independent and
dependent variables. The following variables would be tested for their
relationship: the respondents' profile in terms of age, sex, strand, internet
connection at home, availability of gadgets, family monthly income, monthly

22
allowance (Independent), as well as the academic performance in terms of core
subjects, applied subjects, and specialized subjects (Dependent).
The said design is appropriate for this kind of study since the numbers
were used to measure the observable phenomenon and for the reason that it
was also utilized by the researchers in describing the results of this study. On the
other hand, the mentioned method is also suitable since the researchers
determined the relationship between the said variables.
Flow of the Study
The flow of the study consisted of the input- process- output. In which the
input comprised of the independent and dependent variables such as the age,
sex, strand, internet connection at home, availability of gadgets, family monthly
income, and monthly allowance. Lastly, the academic performances in Core
subject, applied subject and specialized subjects.
On the other hand, the process included data collection through Google
form, data analysis, data interpretation, and discussion.
The output which is intervention is based on the results of the study. The
researchers would then draw possible proposals and interventions to help solve
23
the main problem found out in the research study, pursuant to the interpretation
of judgement.
1. Characteristics of the
respondents:
1.1 Age:
1.2 Sex:
1.3 Section:
1.4 Internet connection at

home:
1.5 Availability of gadgets:
1.6 Family monthly

income:
Data Collection
1.7 Monthly Allowance:
Data Analysis
2. The impact of blended Intervention
learning in terms of Data Interpretation
academic performance in:
Discussion
2.1 Core Subjects:
2.2 Applied Subjects:

2.3 Specialized Subjects
24
Figure 2. Flow of the study
Research Environment
The research has been administered by the Ramon M. Durano Sr.
Foundation-Science and Technology Education Center. The school is located in
Banaba, Guinsay, Danao City, where we have chosen to utilize the survey
instrument to obtain the topic assessment of the academic performances of SHS
students in RMDSF-STEC in blended learning. As stated by the Philippine
Statistics Authority (PSA), Danao City is in the northern part of Cebu Province
and is a third-income class city.
RMDSF-STEC was established by Dr. Calidad Labe. The institution was
only called STEC but in honor of Mayor Ramon “Amon” M. Durano Sr. it was
then on changed to RMDSF-STEC in the year 2003. As of 2020-2022 there are
around 127 pupils in Elementary Department, 298 students from junior high and
25
1091 students from senior high school. The school has reached a sum of 1, 516
learners. RMDSF-STEC has 69 school staffs which contain the security guard
and utility personnel.
Something interesting in STEC is how they deal with students; how did
they make their students way more disciplined than students in other school.
STEC has won many contests in both regional and national level.
We researchers have chosen Stec-Danao as our research environment
because Stec is one of the researchers' dream schools and it has produced so
many great students. Researchers believe that RMDSF-STEC is far different
from other schools.

26
Figure 3. Location map of the research environment

27
Research Respondents and Sampling Procedure
This study investigated the academic performance of senior high school
students in the Ramon M. Durano Senior Foundation- Science and Technology
Education Center (RMDSF-STEC) for S.Y. 2021-2022 during the utilization of a
blended approach. Of the senior high school students in RMDSF-STEC, 80 of
them were randomly selected as the respondents of the study. In choosing them,
they must follow certain criteria, which include them (a) being bonafide students
of RMDSF-STEC, (b) they must be in grade 12, and lastly (c) they must be willing
to participate in the conduct of the study.
Table 1
Distribution of Respondents
N = 262, n = 80
12 HUMSS Senior High Department N n %
Balagtas 53 16 20%
Joaquin 55 15 18.8%
Hernandez 53 17 21.3%
Reyes 53 19 23.8%
Santos 48 13 16.3%
Total 262 80 100%
Research Instruments
This study utilized a researcher-made survey questionnaire that has been
given to the respondents since this serves as the data-gathering instrument. The
28
said questionnaire was divided into two (2) major parts based on the flow of the
variables written on the statement of the problem.
The first part of the questionnaire is to seek for the background
information of the respondents in age, sex, section, internet connection at home,
availability of gadgets, family monthly income, monthly allowance. It is a checklist
type so that respondents will only find it easy to answer.
The second part of the questionnaire determine the impact of blended
learning in terms of academic performances in Core Subjects, Applied Subjects
and Specialized Subjects. It is a situational statement type that measured the
degree of the study's independent variables and had used five (4) Point Likert
Scale.
On the other hand, the researchers utilize the English language in the
questionnaire as there are some specific words that are not concise if translated
to another language. The researchers will use simple and understandable
English to avoid confusion and difficulty in understanding what is written.
Besides, before the survey was officially conducted, researchers undertake the
pre-testing of the said questionnaire. The first step in this is the selection of ten
(10) respondents who have participated in the test. Next was the scheduling of
appointments. Researchers have set the exact date of the test based on the
respondents' preferred day and time. The last one is the conduct of the pre-test
session. The purpose of this study is to determine the questionnaire's validity,
reliability, and usability as well as ensure that the questions that were written
29
were understood by the respondents and interpret it as the way the study
wanted.
Data Gathering Procedure
Before the survey was conducted, researchers created a letter for an
approval for the school principal, Maribeth E. Noya in conducting the study at
Ramon M. Durano Sr. Foundation - Science and Technology Education Center
(RMDSF-STEC). The content of the letter comprised information’s concerning its
purpose and essential quality of the study.
Because of the current pandemic, which has caused significant disruption,
the researchers will use Google Forms as a survey tool. Through this, the
researchers and the informants will not have direct contact while doing the study,
and the preventive measures implemented by the IATF will be strictly adhered.
The link to the Google Form will be sent to the informants through Messenger.
The informants will be informed that the gathered information will be kept with
extreme confidentiality and will not be made public since the study is only for
educational purposes.
In conducting the study, the researcher-made questionnaires would play a
vital role throughout the process. The researcher would emphasize to the
respondent the significance of their participation in the study. The researcher
clarifies some terms for the respondents so that they can answer the
questionnaire completely and be aware of their roles as the subject of the study.
It is for the respondents to know that researchers have no intention of spreading
it; the data will be exclusively used for academic purposes only. It was mentioned
30
that the respondents have the right to refuse to answer the survey and that there
will be no reward or penalty for those who participate or non-participate.
Statistical Treatment of Data
After the questionnaire will be collected, the study then organized and
consolidated the data from the survey using statistical software such as MS
Excel for a faster and more accurate analysis of it.
Variables involving background information of the respondents in terms of
age, sex, gender, section, internet connection at home, availability of gadgets,
family monthly income, and monthly allowance have been analyzed and
examined using descriptive statistics such as frequency, standard deviation,
totals, means or averages, ranges, and percentages.
The data about the dependent variables, which were identify the academic
performances of Senior High Students in core subjects, applied subjects, and
specialized subjects have also been analyzed and determined using descriptive
data such as frequencies, standard deviation, totals, ranges, percentages,
means, and weighted means.
Based on the study, type of its data, and questionnaire, it is appropriate to
use the Eta Statictics as the treatment of data. It had helped treat and test the
null hypothesis in which it had determined the significant relationship between
the characteristics of the students and their academic performances in core,
applied, and specialized subjects.
Scoring Procedures
31
The goal of this section was to provide a numerical representation of
qualitative data. The information was gathered and classified using the score
responses listed below.
To assess senior high school students' academic performance in terms of
the problems they faced during blended learning and the viability of blended
learning as an alternative to traditional learning approaches. The (4) point likert
scale is used as follows:
I. Level of the academic performances of the students in blended
learning
Weight Range Category Verbal Description
4 - 3.28 - 4.00 O Outstanding
3 - 2.52 - 3.25 VS Very Satisfactory
2 - 1.76 - 2.51 S Satisfactory
1 - 1.00 -1.75 FS Fairly Satisfactory

32
Chapter 4
PRESENTATION, DATA ANALYSIS AND INTERPRETATION
This chapter discuss with the presentation and interpretation of gathered
data coming from the respondents wherein it divided into three (3) section with its
corresponding sub-parts: background information, academic performances of the
respondents and the significant relationship between independent and
dependent variables of the study. This also includes the output of the study which
is made based from the results.
BACKGROUND INFORMATION OF THE RESPONDENTS
This section presents the results which are frequency and percent of
background information of the respodents in terms of Age, Sex, Section, Internet
Connection at Home, Availability of Gadgets, Family Monthly Income and
Monthly Allowance.
Age
This table represents the results on the various range of age of each
respondent.
Table 2
Background Information of the Respondents According to Their Age
N = 262, n = 80
33
Age Frequency Percent
15-16 years old 1 1.2%
17 years old and above 79 98.8%
Total 80 100%
Table 2 showed the age of the respondents ranging from 15-16 years old
to 17 years old and above. The table showed that out of 80 respondents, only 1
student (1.3%) had age at the range of 15-16 years old, while the 79 students
comprised 98.8 percent of the entire sample.
Students who are older have an advantage over those who are younger.
Some researchers conducted tests in a specific grade with students of various
ages, finding that younger students performed worse than older students.
According to (Crawford, Dearden, and Greaves, 2014), students of similar
months of age have a negligible difference. The common practice in many other
countries of chronological age differences reveals that the range of ages and
levels of maturity differ in each class in which a learner is enrolled (Bedard &
Dhuey, 2006). Furthermore, on-time and right-aged learners had stronger skills,
according to Yesil Dagli and Jones (2012).
Sex
This table represents the Sex of the respondents.
Table 3
Background Information of the Respondents According to
Their Sex
N = 262, n = 80
Sex Frequency Percent

34
Male 27 33.8%
Female 53 66.3%
Prefer not to say 1 1.3%
Total 80 100%
Table 3 shows the total number and percentage of various genders of the
respondents. There were 27 males, 53 females, and 1 respondent who preferred
their gender to be anonymous, for a total of 80 respondents. Female respondents
comprised the largest percentage (66.3%), compared to males (33.8%) and
those who "prefer not to say" (1.3%).
As most of the respondents were female, an implication could be drawn
that the results of this research—with regards to the academic performance of
the students in the blended learning—were more likely associated with this
gender. Any impacts, results, and other findings would be more relevant to
female respondents than the rest of the gender. The same finding is noted by
Dang et al. (2016), who found that all three factors in their research had a large
impact on female students' perceived success and enjoyment, which had a major
impact on their learning satisfaction.
Section in 12 HUMSS SHS Department
This table presents the Sections of students in 12 HUMSS SHS
Department in RMDSF – STEC.

35
Table 4
Their Section in 12 HUMSS SHS Department
N = 262, n = 80
Section in 12 Humss Frequency Percent

SHS Department
Balagtas 16 20%
Joaquin 15 18.8%
Hernandez 17 21.3%
Reyes 19 23.8%
Santos 13 16.3%
Total 80 100%
Table shows the number of respondents in each section under humss
strand. In Balagtas, we have 16 numbers of respondents which is 20% of their
section population. In Joaquin, we have 15 numbers of respondents which is
18.8% of their section population. In Hernandez, we have 17 respondents which
is 21.3% of their section population. In section Reyes, we have 19 respondents
which is 23.8% of their population section. In section, Santos, we have 13
respondents which is 16.3% of their total population. So, we have 80 humss
student respondent in total.

36
Students' performance is affected by whether they prefer blended or face-
to-face learning. It turns out that most of the students want to face-to-face
because, according to them, their learning behavior and capabilities always
matter in their environment, particularly in their classroom. We all know that
engagement is critical to success, but the classroom environment has a negative
side effect that causes students to struggle with learning. This statement is
supported by the claim of Klem and Connel (2004), who state that engagement is
important for learning and achieving success in school. The challenges that most
students face within their classrooms, such as trying to deal with a lack of student
motivation, students' being uninterested in content material, and social and
behavioral disruptions, can also be addressed by making attempts to engage
students in the learning process.
Internet Connection at Home
This table represents the Internet Connection at home of the respondents.
Table 5
Their Internet Connection at Home
N = 262, n = 80
Do you have Internet Frequency Percent
Connection at home?
Yes 65 80%
No 16 20%
37
Total 80 100%
Table 5 showed the result of the internet connection at the home of the
respondents. 65 out of 80 have internet connections at their homes; that
comprises 81.3% of the population. While the rest of the 16 respondents, who
comprised 20% of the population, voted "no" in the survey.
According to the table above, 81.3 percent of the population has access to
the internet. This does not imply that they have a strong internet connection at
home, and they may still experience internet problems and not be able to attend
the online classes. At home, 20% do not have access to the internet, which
resulted in not attending the online classes, and some of the respondents are so
problematic as to where they find a solution in blended learning. This supports
the study done by Dridi et. al. (2020) that states that poor Internet connection in
the camps severely impacted both students’ and instructors’ experiences of the
course. Lack of access to computers and the Internet, infrastructure, low levels of
computer literacy, a lack of local language content, and the absence of formal
student support services at the school were discovered to be major barriers to
implementing compulsory online activities at the school.
Availability of Gadgets at Home

38
This table displays the results of each respondent's various range of
gadget availability at home.
Table 6
Their Availability of Gadgets at Home
N = 262, n = 80
Do you have gadgets at Frequency Percent

home?
Yes 79 98.7%
No 1 1.3%
Total 80 100%
Table 6 showed that 79 out of 80 respondents (98.7%) have a gadget at
home, and 1 out of 80 or (1.3%) respondents haven't a gadget at home.
An implication could be derived from the results that mostly of the
respondents have the opportunity to take full usage of the gadgets for their
studies. This imply that students have gadgets for educational purposes but may
still experience barriers due to overly spending time using gadgets for
entertainment purposes. The results supported the claim of US Centers for

39
Disease Control and Prevention (2020), states that the productivity of students
may matter on how much time they will spend using their gadgets and on how
they will use it. Also, the results supported the claim of Rashid, Mawah, and
Manaman (2019), states that nowadays, not only adults but also children are
overly invested in technological gadgets which has brought a big impact on their
mental development.
Family Monthly Income
The table below shows the combined monthly income of the different
research respondent’s parents.
Table 7
Their Combined Monthly Income
N = 262, n = 80
Combined Monthly Frequency Percent

Income
Below 10,000 64 80%
10,481 – 50,000 11 13.8%
50,001 – 100,000 6 7.5%
Beyond 100,000 1 1.3%
Total 80 100%
Table 7 showed the background characteristics of the respondents
according to their parents combined monthly income. The results revealed that
40
64 respondents claimed that their parents had a combined monthly income of
below 10, 000 pesos, which comprised 80% of the population. While, 11 (13.8)
respondents claimed that their parents combined monthly income was 10, 481–
50, 000 pesos. In the combined monthly income of 50,001–100,000 pesos, only
6 (7.5) respondents claimed, while only one respondent claimed that their
combined monthly income was beyond 100,000 pesos.
The data presented supports the claim of World Bank that states, many
workers have lost their jobs as a result of COVID-19 and the implementation of
the community quarantine, and many entrepreneurs have been forced to
temporarily halt operational processes. In this case, their children, particularly
senior high school students, struggle because their parents do not have enough
money to keep them participating in blended learning. According to
Undersecretary Mapa, many poor Filipinos suffered from a lack of food (PSA
2021). This means that instead of focusing on blended learning, many Filipinos
are concerned with how they will obtain their daily essential needs.
Monthly Allowance
The monthly allowance for grade 12 Humss resonders is shown in the
table below.
Table 8
Their Monthly Allowance
N = 262, n = 80
Monthly Allowance Frequency Percent

41
0 – 100 44 55%
101 – 200 17 21.3%
201 – 300 6 7.5%
301 and above 15 18.8%
Total 80 100%
Table 8 depicted the total number and proportion of RMDSF-STEC grade
12 residents receiving various monthly allowances under the Humss strand.
During the mixed approach, 55 percent of respondents had a 0-100 pesos
allowance, 21.3 percent had a 101-200 pesos allowance, 7.5 percent had a 201-
300 pesos allowance, and 18.8 percent had a 301 and above allowance.
An implication could be drawn from the responds that monetary
sustainability serves a great role to student’s drive of motivation towards their
academic performances. This was supported by the claim of Evinita (2019), It
has turn out to be very tough for worldwide Senior high School students to
discover monetary sustainability and getting to know motivation of their guides of
take a look at because of their monetary pressure and the dichotomy of want and
desires. This study tested the mediatingconsequences of want and desires on
the connection among economic pressure and mastering motivation and
monetary sustainability. The number of hours spent for modular learning per day
and provided significant difference when grouped according to strand. The study
concludes that monetary pressure has an excessive correlation importance

42
dating with studying motivation and a low correlation importance with monetary
sustainability. The awful classification of monthly income and with a low
allowance is for internet subscriptions. Most of Senior high school students
allocated many hours to answer the lessons per day. Present findings suggest
that the institution must address intervention schemes through academic and
non-academic services. Also, wants and needs do now no longer mediate the
relationships among economic strain and getting to know motivation and
economic sustainability. However, wishes as an impartial variable as monetary
pressure has a good-sized courting with getting to know motivation and monetary
sustainability of global Senior high school students. The study recommends that
worldwide senior high school students’ desires ought to be glad so that you can
save you monetary pressure so that it will affect on their studying motivation and
economic sustainability. Also, this claim was supported by the claim of Mbokani
and Simatupang (2018) , that states, some of students have been noted to
experience stress which affects their learning motivation. These studies decided
the perceptions of senior high students in phrases of economic strain and
studying motivation and prominent the connection among monetary pressure and
mastering motivation. One hundred worldwide senior high school students had
been randomly sampled as respondents of the look at. Results of the exam
confirmed that there's a sizeable dating among monetary pressure and studying
motivation. Senior high school students have been reasonably experiencing
monetary strain however disagreed that it turned into affecting their mastering
motivation. This paper recommends that in addition look at be performed to

43
perceive the intrinsic getting to know motivation of the global college students
amidst the reputation that there may be a dating among economic pressure and
mastering motivation.
ACADEMIC PERFORMANCE OF THE STUDENTS DURING BLENDED
APPROACH
This section presents the results which is the mean and standard
deviation along with its verbal description on the academic performances of the
students in Core, Applied and Specalized Subjects.
Core Subjects
This table presents the results of the Academic Performances of the
Students in Core Subjects.
Table 9
Core Subjects Mean Standard Verbal Description
Deviation
Physical Education 1.43 0.55 Fairly Satisfactory
Media and Information 1.55 0.63 Fairly Satisfactory
Literacy
Personal Development 1.73 0.62 Fairly Satisfactory
Contemporary 2.73 0.62 Very Satisfactory
Philippines Arts from the
Regions
44
∑µ= 1.86 σ= 0.60 Satisfactory
Their Core Subjects
Legend;:
3 - 3.28 - 4.00 O Outstanding

2 - 2.52 - 3.25 VS Very Satisfactory
1 - 1.76 - 2.51 S Satisfactory
1 - 1.00 -1.75 FS Fairly Satisfactory
Table 9 showed the results of the mean, standard deviation, and verbal
description under the Core Subjects. Physical Education has a mean of 1.43 and
its standard deviation is 0.55. Media and Information Literacy has a mean of
1.55, and its standard deviation is 0.63. Personal Development has a mean of
1.73 and its standard deviation is 0.62. Meanwhile, the Contemporary Philippine
Arts from the Regions have a mean of 2.73 and a standard deviation of 0.62. The
total mean in Core Subjects is 1.86, while its total standard deviation is 0.60.
Physical Education, Media and Information Literacy, and Personal
Development have been fairly satisfactory, while the Contemporary Philippine
Arts from the Regions have been very satisfactory in the verbal description. This
is to say that the impacts, results, and other findings would pique the interest of
those who aren't interested. This is supported by Ben Davis (2021), who stated
that it uses the challenges of personal and social development that all youth
experience and develops these concerns without referring to conventional
subject-matter fields. It should also provide students with broad intellectual
enrichment by regularly exposing them to a variety of academic experiences. The

45
core curriculum's purpose in this endeavor is to create, independent of major
choice, intellectual abilities, cognitive habits, and a love of study. It is also added
by the Great School Partnership (2013) that the students must complete the core
curriculum, which refers to a set of courses, as this is one of the ways of earning
a diploma before you go to the next level of education.
Applied Subjects
Students in Applied Subjects.
Table 10
Their Core Subjects
N = 262, n = 80
Applied Subjects Mean Standard Verbal

Deviation Description
Practical Research 1.66 0.69 Fairly
Satisfactory
English for academic and 1.58 0.65 Fairly
professional purposes Satisfactory
Filipino sa piling larang 1.73 0.62 Fairly
Satisfactory
Total ∑µ=1.65 σ=0.65 Fairly
Satisfactory
description under the Applies Subjects. Practical Research 2 has a mean of 1.66
46
and its standard deviation is 0.69. English for Academic and Professional
Purposes has a mean of 1.58 and its standard deviation is 0.65. Meanwhile, the
Filipino sa Piling Larang have a mean of 1.73 and a standard deviation of 0.62.
The total mean in Applied Subjects is 1.65, while its total standard deviation is
0.65.
All the subjects of the applied subjects got fairly satisfactory ratings in the
verbal description. This is to say that many students are struggling with the
subjects because there's no one teaching them to enhance their skills. According
to the State University of New York (2021), applied learning prepares students to
enhance their skills to be able to apply them in real-world situations, but in this
case, many students don't know what they are good at as there are no face-to-
face classes at school. Collier (2019) suggests that we need to think about what
career/s we are interested in sooner rather than later, and that we should choose
our skills in our field as much as possible.
Specialized Subjects
Students in Specialized Subjects.
Table 11
Their Core Subjects
N = 262, n = 80
47
Specialized Subjects Mean Standard Verbal

Deviation Description
Creative Writing 1.49 0.66 Fairly Satisfactory
Trends Networks and Critical 1.6 0.65 Fairly Satisfactory
Thinking in 21st Century
Total ∑µ= σ= 0.65 Fairly Satisfactory

1.54
description under the Specialized Subjects. Creative Writing has a mean of 1.49
and its standard deviation is 0.66. Meanwhile, the Trends, Networks and Critical
Thinking in 21st Century have a mean of 1.6 and a standard deviation of 0.65.
The total mean in Specialized Subjects is 1.54, while its total standard deviation
is 0.65.
Both subjects in specialized subjects were fairly satisfactory, as showed in
the table above. According to Conelly (2013), schools have always played a
critical role in ensuring that students have the skills required for the job career of
their choice; however, because most schools or universities are implementing the
blended learning approach on students, it is difficult to ensure that students have
the skills that they require because of COVID-19. Lynch (2013) also believes
that, given our current economic and social challenges, it is critical to consider
the future of students who will enter the workforce immediately after high school.
Lynch further said that the next generation will need to be entrepreneurial, risk-
taking, and multicultural.

48
RELATIONSHIP BETWEEN THE CHARACTERISTICS OF THE STUDENTS
AND THEIR ACADEMIC PERFORMANCES IN CORE, APPLIED, AND
SPECIALIZED SUBJECTS
This section presents the results of the value and interpretation along with
its decision on the relationship between the Characteristics of the students and
their academic perforamances. In addition, this study uses Eta Statistics, is a
descriptive measure of the strength of association between independent and
dependent variables in the sample. A benefit of the eta-squared statistic is that it
permits researchers to descriptively understand how the variables in their sample
are behaving.
Table 12
Relationship Between the Characteristics of the Students and their Academic
Performances in Core, Applied, and Specialized Subjects
N = 262, n = 80
Variables Correlated Using

Value Interpretation Decision
Eta Statistics
Age of the respondents and their No or negligible association Failed to
academic performances in Core, .118 between the variables Reject
Applied, and Specialized Subjects. the Ho
Sex of the respondents and their No or negligible association Failed to

academic performances in Core, .107 between the variables Reject
Applied, and Specialized Subjects. the Ho
Section of the 12 HUMSS of the

No or negligible association Failed to
respondents and their academic
.056 between the variables Reject
performances in Core, Applied, and the Ho
Specialized Subjects.
Internet connection at home of the
Medium association between the Failed to
.463 variables Reject
49
Avaiability of gadgets of the

Weak association between the Failed to
Family monthly income of the
Medium association between the Failed to
Monthly allowance of the respondents
Weak association between the Failed to
and their academic performances in
Core, Applied, and Specialized the Ho
Subjects.
Legend:
Eta Coefficient Interpretation
0.00 No association between the two variables
0.01 – 0.19 No or negligible association between the variables
0.20 – 0.39 Weak association between the variables
0.40 – 0.69 Medium association between the variables
0.70 – 1.0 Strong association between the variables
Table 12 presented the SPSS results when the background characteristics
of the grade 12 humss students of RMDSF-STEC and their academic
performance in core applied and specialized subjects was tested using Eta-
Statistics. It was found out that age, sex, section, internet connection at home,
availability of gadgets, family monthly incomeand monthly allowance failed to
reject the null hypothesis. An implication that could be derived from the results is
that the aforementioned background of the students does not play a significant
role in their academic performances in core, applied and specialized subjects. In
other words, regardless of the student’s background, his/her academic
performance in core, applied and specialized subjects in the blended learning
approach during COVID-19 pandemic would still be the same. Therefore, the
results do not support the claim of Hoskyn (2013), states that student’s profile
50
has also aided in the customization of teaching methods to students strengs and
identity. The results of the suty revealed that student success is highly
associated with their demographic characteristics or profiles.
There are two variables that have a medium association between the
variable, it is the internet connection at home and family monthly income. The
internet connection at home has a value of .463 while the monthly family income
has a value of .512. An implication that could be derived from the data presented
is that students, monthly family income and internet connection at home has a
significant relationship on their academic performance in core, applied and
specialized subjects. This supports the claim of Aziz Dridi (2020) states that poor
internet connection in the camps severly impacted both students and instructors
experience of the course, and the claim of Liyanagunawardena T. (2014) states
that lack of access to the internet serves as a major barrier in student’s
performance. Meanwhile in the monthly family income, the data presented
supports the claim of World Bank, that states senior high school students are
struggling in studying because their parents or guardian doesnt have enough
money to let them participate in online classes or to buy their needs for their
study.
51
OUTPUT OF THE STUDY
INTERVENTION AND ACTION PLAN OF

THE STUDY
ALBURO, SHANTAL TAURINE T.

CAPUTOL, JOHN LOURENCE C.
CASONA, GWYNETH LOUISE A.
DURANO, JUSTIN P.
52
HAGNAYA, RODNEY M.
LUMAPAS, GLEEZL ANNE
MONTESUSO, JANE ALTHEA M.
PINEDA, LOVEL JONAIRY M.
ROSALES, JIMUEL
TUMANDA, MA. ANTONIETTE B.
May 2022
I. RATIONALE
The researchers conducted a quantitative study on the academic
performance of senior high school students during the blended approach in the
Strand Humanities and Social Sciences (HUMSS) under the K-12 Curriculum at
Ramon M. Durano Sr. Foundation-Science Technology Education Center
(RMDSF-STEC). The result of the study, "The Academic Performance of Senior
High School Students during the Blended Approach," reveals that the impact of
the COVID-19 Pandemic affects the academic performance of senior high school
students in RMDSF-STEC. Many students are struggling with the low internet
connection at home. Because of that, they can't enter their online consultations
or online classes. Many students are struggling because they don't have any
53
gadgets to use to enter their online class or online consultation. The COVID-19
Pandemic has an impact on Filipino workers because they are required to stay at
home while adhering to strict health protocols. As a result, their monthly
allowance or family monthly allowance is inadequate to meet their needs.
II. OBJECTIVES
This intervention plan was created for the following objectives:
1. Keeping students engaged, inspired, and motivated helps teachers be more
productive and achieve greater results with their students. Blended learning
allows us more flexibility in terms of scheduling.
2. To combine the benefits of modular and online learning approaches in order
to provide students with a more engaging learning experience.
3. To encourage students' academic achievement, motivation, and attitude, as
well as to provide simple and adaptable learning opportunities. Blended learning
solutions have been proven to be cost-effective.
4. To improve students' attention and focus, to foster meaningful learning
experiences, to encourage greater levels of student achievement, and to drive
students to apply higher-level critical thinking skills.
5. To offer time frames that can be tailored to each individual, allowing them to
learn at their own pace.
III. SCHEME OF IMPLEMENTATION

54
1. Submit the proposal to the Ramon M. Durano Senior Foundation-Science and
Technology Education Center.
2. Upon approval, send copies or a file to the people involved via email or
messenger.
3. Researchers must consider any suggested changes from higher administration
for the proposal's improvement and enhancement, and then make the necessary
adjustments.
4. Conduct evaluations and additional research in order to improve current
programs and to improve future ones.
5. Compile all of the documents for future reference.

55
The Academic Performance of Senior High School Students During Blended Approach
Areas of Objectives Strategies Persons Budge Source of Time Expected Actual Remarks
Concern Involved t Budget Frame Outcome Accom-
plishment
1. The 1. Aiding students 1.Parents should  Students 1. There
decreasing unstable be more strict in should be an
performance academic monitoring their increase in
of students performance. child and school students
in terms of should conduct academic.
their grades. face to face.
- -
-
Areas of Objectives Strategies Persons Budget Source of Time Expected Actual Remarks
Concern Involved Budget Frame Outcome Accom-
plishment
2. The Releasing Conduct face to face  Teac The
lack of Students full class and parents hers Students
practice potential. should always check  Pare learning
in if their child is reading abilities is -
nts
students the given learning used to its
ability to materials. full potential.
learn.
56
Concer Involved Budget Frame Outcome Accom-
n plishment
3. The Making sure Face to face  Stud Students
total that students assessment of ents should have
amount learn well students knowledge enough -
students enough gained. amount of
leanings. knowledge. knowledge
gained.
Concer Involved Budget Frame Outcome Accom-
n plishment
4. There To expand the Face to face class  Tea .Students
is a students learning and consultation. cher Learning
decrease capacity. s capacity is
-
in expanded.
students
learning
capacity.
57
EXPECTED OUTPUT
1. To enhance students' abilities.
2. Improved students' academic performance
3. Improved students' thinking skills.
4. The academic achievement of students should improve.
5. The learning capacities of the students are fully utilized.
6. Students must have a sufficient amount of knowledge.
7. The capacity of students to learn has been increased.

58
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter shows the summary of findings, conclusions and recommendations.
SUMMARY OF FINDINGS
This section presents the summary of findings of results were found out using
descriptive and interferential statistical analysis. The following are with accordance to the
arrangement in the Statement of the Problem of the study:
1. Findings of sub-problem number 1 were that 98.8 of the sample
population were 17 years old or older, and only 1 person ranged from 15–
16 years old; More than half of the respondents were females, including 1
respondent who preferred their gender to be anonymous, and the
remaining were males; Reyes received 23.8% of the population, followed
by Hernandez with 21.3%, then 20% on Balagtas, 18.8% in Joaquin, and
the remaining on Santos with 16.3% of the sample population; 80% of
respondents claimed to have an internet connection at home, while the
remaining 20% voted no; 98.7% of the sample population claimed to have
gadgets at home, while only one respondent claimed to have none; The
majority of respondents claimed to have a combined monthly income of
10,000 or less that have 80% of the sample population; 55% of the sample
population has a monthly allowance of 0–100, while the others have 101–
200, 201-300, 301 or higher monthly allowances.

59
2. The findings in sub-problem number 2 were the academic performances
of the respondents in Core Subjects that had an overall mean of 1.86,
Applied Subjects that had 1.65, and Specialized Subjects that had 1.54.
Both the Applied and Specialized Subjects got a verbal description of
"fairly satisfactory," and only the Core Subjects got "satisfactory" in the
verbal description.
3. The finding in sub-problem number 4 was that the value was greater than
the significance level, which was .05. This signified that the decision made
relating to the null hypothesis of the study should not be significant.
CONCLUSIONS
Based on the findings in this research study, the following are conclusions:
1. Based on the results of sub-problem number 1, which was the background
information of the respondents, researchers concluded that the majority of the
senior high school students under the HUMSS strand were ages 17 and above;
most of the respondents were female; most of the students were from section
Reyes; most of them have internet connections at home; almost all of them have
gadgets at home; the majority of them have combined monthly income of
$10,000 and below; and lastly, most of them have a monthly allowance of around
$100.
2. Based on the result of sub-problem number 2, all of its overall meanings fall
under the range of 1.00-1.75. Because of this, researchers concluded that most
of the respondents of senior high school students under the HUMSS strand have
60
fairly satisfactory academic performance in terms of their academic performance
in core, applied, and specialized subjects.
3. Based on the results that have come up, in which the alpha level was greater
than the significance level, this means that it failed to reject the null hypothesis.
With it, the researchers concluded that there is no significant relationship
between the background information and the academic performances of the
senior high school students under the HUMSS strand during the blended
approach.
RECOMMENDATIONS
This section contains the recommendation/s made by researchers for the
senior high school students of RMDSF-STEC wherein it is based on the
summary of findings and the formulated conclusion written above.
According to the results, it revealed that the senior high school students
under the HUMSS strand have fairly satisfactory academic performances in core,
applied, and specialized subjects during the blended learning approach. The
researchers recommend the following solutions to improve the academic
performance of students: Best practices for time management are recommended
for students. Organize your professional and personal tasks according to their
urgency and importance, and prioritize the most urgent and important activities
first, followed by less urgent but still important activities. You can focus your time
and energy where it counts the most by prioritizing your workload. Enhancement
of Learning Modules, teachers will be involved in the creation of learning

61
modules for students. To ensure complete comprehension, modules should
include detailed definitions of terms, clearer examples and illustrations, if
possible, and step-by-step instructions. Conducting Webinars and Virtual
Sessions, this online method of reconnecting with students' current status would
assist them in addressing their current concerns about their academic
performance as well as lay out possible strategies for avoiding other academic
issues.
Recommendation for further studies
This section presents the following several research titles that are
recommended to the researchers who would like to conduct a related study
regarding to the Blended Approach Impact for Senior High School Students:
1. An effective blended online teaching and learning strategy during the COVID-
19 pandemic.
2. A qualitative study on practices and issues of blended learning and higher
education.
3. Blended learning and its effect on student’s achievement.
4. The effect of blended learning model on senior high school student’s
achievement.
5. Effects of blended learning on k to 12 grade students.
6. Blended learning effectiveness: The relationship between student’s
characteristics, design features and outcomes.

62
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63
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66
APPENDICES
67
APPENDIX A
Transmittal Letter
March 18, 2022
MARIBETH E. NOYA
Principal III
Science & Technology Education Center
Banaba Guinsay, Danao City
Greetings!
As part of the requirement for Practical Research 2, we, the Humss Students, will
conduct a research study titled "Academic Performance of Senior High School
Students During Blended Approach."
The goal of this study is to examine and determine the performance of

senior high students in terms of academic grades, as well as to develop
strategies for dealing with the blended approach. We guarantee that the collected
data will be treated confidentially and will only be used for research purposes.
The safety protocols are strictly followed and applied during data collection.
Respectfully yours,
ALBURO, SHANTAL TAURINE T. HAGNAYA, RODNEY B.
CAPUTOL, JOHN LOURENCE C. LUMAPAS, GLEEZL ANNE
CASONA, GWYNETH LOUISE A. MONTESOSU, JANE ALTHEA B.
DURANO, JUSTIN P. PINEDA, LOVEL JOUIRY M.
TUMANDA, MA. ANTONIETTE B. ROSALES, JIMUEL
Noted: Recommending approval:
EDILBERTO M. HINAY JR., MAEd, MAComm ARQUE G. BEDUYA, Ph.D.

Teacher/Research Adviser SHS Head, Assistant Principal II
Approved:
MARIBETH E. NOYA, MAEd.

Principal III, RMDSF-STEC
68
APPENDIX B
The Research Questionnaire
I. Background Information
1. Age
( ) 15-16 ( ) 17 and above
2. Sex
( ) Female ( ) Male
3. Section 12 HUMSS
( ) Balagtas ( ) Joaquin ( ) Hernandez ( ) Reyes ( ) Santos
4. Do you have Internet Connection at home?

( ) Yes ( ) No
5. Do you have gadgets at home?

( ) Yes ( ) No
6. Combined Monthly Income
( ) below 10,000 ( ) 10 481 – 50, 000
( ) 50,001-100,000 ( ) beyond 100,000
7. Monthly Allowance
( ) 0 – 100
( ) 100 – 200
( ) 200 – 300
( ) 300 and above
69
II. Academic performances of the students during blended approach
Please put a check mark in the space provided on your academic

grades for this 1st grade, 1st semester.
Outstanding Very Satisfactory Fairly
Core Satisfactory Satisfactory
Subjects 90-100 85-89 80-84 75-79
Physical
Education () () () ()
Media and
Information () () () ()
Literacy
Personal
Development () () () ()
Contemporary
Philippines () () () ()
Arts from the
Regions
Specialized
Subjects () () () ()
Creative
Writing () () () ()
Trends,
Networks and
Critical () () () ()
Thinking in
21st Century
Applied () () () ()
Subjects
Practical () () () ()
Research 2
English for
Academic and () () () ()
Professional
Purposes
Filipino sa () () () ()
Piling Larang
APPENDIX C
70
Screenshots on Antiplagiarism Test result

71
APPENDIX D
Screenshot on Data Analysis From SPSS
CURRICULUM VITAE
72
PERSONAL DATA
Name: Shantal Taurine Alburo
Date of Birth: April 27,2004
Place of Birth: Cebu City
Gender: Female
Home Address: Poblacion Carmen, Cebu
Mother’s Name: Mishel Alburo
Father’s Name: Dennies Alburo
EDUCATIONAL BACKGROUND:
Elementary: Elpidio I de Dios Elementary School
Junior High School: Carmen National High School

Banaba, Guinsay, Danao City
Senior High School: Ramon M. Durano Sr. Foundation-Science and Technology
Education Center
PERSONAL DATA
73
Name: Jhon Lourence Batoon

Date of Birth: October 30,2003
Place of Birth: Vicente Sotto Memorial Hospital
Gender: Male
Home Address: Kapilyahan, Guinsay, Dnao City
Mother’s Name: Cristine Batoon Caputol
Father’s Name: Darel Perez Caputol
Elementary: Guinsay Elementary School
Guinsay, Danao City
Junior High School: Guinsay National High School
Guinsay, Danao City
Education Center
PERSONAL DATA
Name: Gwyneth Louise A. Casona
Date of Birth: April 11, 2004
Place of Birth: Danao City
Gender: Female
Home Address: Taboc Camaligbato, Danao City
Mother’s Name: Elionor Alicaya Casona
Father’s Name: Florginie Matugas Casona
Elementary: D.T. Durano Memorial Integrated School
Upland, Danao City, Cebu
Junior High School: D.T. Durano Memorial Integrated School
National Road, Danao City
Education Center
PERSONAL DATA
74
Name: Justin P. Durano

Date of Birth: May 08, 200
Gender: Male
Home Address: Tattay, Danao City
Mother’s Name: Joan Durano
Father’s Name: Alexander Durano
Elementary: Taytay Integrated Elementary School
Taytay, Danao City
Junior High School: Beatriz D. Durano Memorial National High School
Suba, Danao City
Education Center
PERSONAL DATA
Name: Rodney Hagnaya
Date of Birth: Octobe 22, 2004
Gender: Male
Home Address: P.G Almendras St. Suba, Danao City
Mother’s Name: Lynn Hagnaya
Father’s Name: Felino Hagnaya
Elementary: Severo Duterte Memorial Elementary School
Danao City,
Suba, Danao City
Education Center
PERSONAL DATA
75
Name: Gleezl Ann Lumapas

Date of Birth: September 22, 2003
Place of Birth: Guinsay, Danao City
Gender: Female
Home Address: Guinsay, Danao City
Mother’s Name: Cecile P. Lumapas
Father’s Name: Fil – Mar A. Lao
Elementary: Guinsay Elementary School
Guinsay, Danao City
Junior High School: Guinsay National High School
Guinsay, Danao City
Education Center
PERSONAL DATA
Name: Jane Althea Montesuso
Date of Birth: January 22, 2004
Gender: Female
Home Address: Binaliw, Danao City
Mother’s Name: Jasmin Montesuso
Father’s Name: Joel Montesuso
Elementary: Binaliw Integrated School
Binaliw, Danao City
Junior High School: Binaliw Integrated School
Binaliw, Danao City
Education Center
PERSONAL DATA
76
Name: Lovel Jonairy M. Pineda

Date of Birth: Marcg 14, 2003
Place of Birth: Danao City General Hospital
Gender: Female
Home Address: Taboc Camaligbato, Danao City
Mother’s Name: Mary Jean M. Pineda
Father’s Name: Joel A. Pineda
Elementary: Hosana Learning Center Inc.
Junior High School: Hosana Learning Center Inc.
Education Center
PERSONAL DATA
Name: Jimuel Rosales
Date of Birth: July 12, 2004
Place of Birth: Hagnaya, Carmen, Cebu
Gender: Male
Home Address: Hagnaya, Carmen, Cebu
Mother’s Name: Ligaya T. Rosales
Father’s Name: Ruel C. Rosales
Elementary: Hagnaya Elementarry School
Carmen, Cebu City
Junior High School: Carmen National High School
Carmen, Cebu City
Education Center
PERSONAL DATA
77
Name: Ma. Antoniette Tumanda

Date of Birth: February 19,2004
Gender: Female
Home Address: Tuburan Sur,Danao City
Mother’s Name: Marites B. Tumanda
Father’s Name: Anthony Tumanda
Elementary: Delfin Dawe Elementary School
Danao City
Suba, Danao City
Education Center
PERSONAL DATA
Name: Lavenia Kaye Ypil
Date of Birth: November 06, 2003
Place of Birth: Vicente Sotto Memorial Hospital
Gender: Female
Home Address: Cagat Lamac, Danao City
Mother’s Name: Eva Teresita Ypil
Father’s Name: Lourdito Ypil
Elementary: Beatriz D. Durano Memorial National High School
Suba, Danao City

Suba, Danao City

Education Center
78

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THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

DURING BLENDED APPROACH

In Partial Fulfillment for the

Humanities and Social Sciences (HUMSS)

ALBURO, SHANTAL TAURINE T.

The research entitled “THE ACADEMIC PERFORMANCE OF SENIOR

STUDENT’S RESEARCH COMMITTEE

MARIBETH E. NOYA, M.A.Ed.

ARQUE G. BEDUYA, Ph.D.

EDILBERTO M. HINAY JR., M.A.Ed., M.A.Comm. ALVIN TAMPUS

CAROLINE M. HINAY, Dev.Ed.D. NENIANETH BARRIGA

IVY CLAIRE R. DEBALUCOS, M.B.A. JENNEFER PERMINOFF

Design Hearing: January 19, 2020

MARIBETH E. NOYA, M.A.Ed.

ALBURO, SHANTAL TAURINE T. CAPUTOL, JOHN LOURENCE C.

Ramon M. Durano Sr. Foundation –

EDILBERTO M. HINAY JR, MAEd, MAComm.

This study determines the relationship between the background information

Keywords: academic performances, relationship, correlation

To our parents, who provide us with financial, emotional, and spiritual

We express our sincere hearts to our panelists, Ms. Jennifer Perminoff,

TO GOD BE THE GLORY!

- Caputol, John Lourence

- Lumapas, Gleezl Anne

- Montesuso, Jane Althea

-Pineda, Lovel Jonairy M.

- Tumanda, Ma. Antoniette

- Ypil, Lavenia Kaye

TABLE OF CONTENTS viii

Chapter 1 THE PROBLEM AND ITS SCOPE 1

Chapter 2 REVIEW OF RELATED LITERATURE 11

Theme 2: Academic Performance

Chapter 3 RESEARCH METHODOLOGY

Chapter 4 PRESENTATION, DATA ANALYSIS AND INTERPRETATION

Chapter 5 SUMMARY OF FINDINGS, CONCLUSION AND

Table Number Title Pages

2 Background Information of the Respondents

According to their Age 33

3 Background Information of the Respondents

According to their Sex 34

4 Background Information of the Respondents

According to their Section in 12 HUMSS 35

5 Background Information of the Respondents

According to their Internet Connection 37

6 Background Information of the Respondents

According to their Availability of Gadgets 39

7 Background Information of the Respondents 40

According to their Family Monthly Income

8 Background Information of the Respondents 42

According to their Monthly Allowance

9 Academic Performances in Core subjects 45

18 Academic Performances in Applied Subjects 47

68 Academic Performances in Specialized Subjects

and their academic performances in core, applied,

and specialized subjects.

21 Intervention and action plan of the study 54

Figure Number Title Page No.

2 Flow of the Study 23

3 Location map of the research environment 25