Effects of Blended Learning to Grade 1 Pupils as Perceived by the Teacher at San Gabriel Elementary School

Vol.3, No.2

Abstract

The researcher focused on studying the effects of blended learning in Grade 1 pupils of San Gabriel Elementary School. This study is qualitative research that seeks out the respondents' insights and opinions about the effect of blended learning on the student's academic performance, regarding how they cope with the rapid change from face-to-face (F2F) to blended learning, how they perform, and how engaged are they in learning in this approach.

The sample was fifteen (15) Grade 1 teachers selected through simple random sampling. The instrument used for gathering data is a survey questionnaire. The data gathered were analyzed using frequency and percentages, ranking, weighted mean, and average weighted mean, and weighted mean and average weighted mean were interpreted using a Likert scale.

After thoroughly analyzing the data, the researchers found that online, modular, and face-to-face learning promotes learning to the pupils and is effective both outside and inside the classroom. However, pupils lacked self-regulation, such as setting goals for their learning, time management skills, and insufficient coordination and management of tasks. Finally, this study concluded that teaching and learning require self-regulation strategies as learning presence may increase while teaching presence may play a less significant role.

The school may consider implementing the output guidelines proposed in this study. Teachers should be aware of how they assist their pupils in adjusting to the new learning style. Parents should give their kids their full support, especially amidst the pandemic. Pupils should communicate with others despite all the problems they might encounter during blended learning. Future researchers should be aware of the effects of blended earning and use this study's result as their future reference.