LIPA CITY COLLEGES GRADUATE SCHOOL

THE IMPLEMENTATION OF BLENDED LEARNING MODALITIES IN SE-

LECTED SCHOOLS IN LIPA CITY: BASIS FOR ENHANCED LEARNING CON-

TINUITY PLAN

A Thesis Presented to

The Faculty of Graduate School

LIPA CITY COLLEGES

Lipa City Batangas

In Partial Fulfillment of the Requirements

For the Degree, Master of Arts in Education

Major in Educational Management

by:

ANNA CLARISSA S. TAPALLA

FEBRUARY 2022

Lipa City Colleges

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 ADVISER’S APPROVAL

The thesis entitled “THE IMPLEMENTATION OF BLENDED LEARNING

MODALITIES IN SELECTED SCHOOLS IN LIPA CITY: BASIS FOR EN-

HANCED LEARNING CONTINUITY PLAN” prepared and submitted by Anna

Clarissa S. Tapalla in partial fulfillment of the requirements for the degree of

Master of Arts in Education, has been carefully reviewed and examined by the

undersigned and is recommended for FINAL DEFENSE.

________________________ MAREBEL DE LA CRUZ, Ph.D.

Date Adviser

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 TABLE OF CONTENTS

Title page ………………………………………….. i

Adviser’s Approval ………………………………………….. ii

Table of Contents ………………………………………….. iii

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

Introduction ………………………………………….. 1-5

Theoretical Framework ….………………………………………. 5-11

Conceptual Framework ………………………………………….. 11-12

Statement of the Problem ………………………………………….. 12-13

Hypothesis ………………………………………….. 13

Significance of the Study ………………………………………….. 14

Scope and Delimitation ………………………………………….. 15

Definition of Terms ………………………………………….. 15-17

CHAPTER II RELATED LITERATURE AND STUDY

Related literature ………………………………………….. 18-24

Related studies ………………………………………….. 24-30

Synthesis of literature and studies …………………………….. 31

CHAPTER III RESEARCH METHODOLOGY

Research Design ………………………………………….. 32-33

Population and Sampling ………………………………………….. 33-34

Instrumentation ………………………………………….. 34-35

Validation ………………………………………….. 35

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Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 Data Gathering Procedure ………………………………………….. 35-36

Statistical Treatment ………………………………………….. 36-37

Scoring and Interpreting of Responses ……………………………. 37

BIBLIOGRAPHY ………………………………………….. 38-46

APPENDICES A ………………………………………….. 47-48

APPENDICES B ………………………………………….. 49-50

APPENDICES C ………………………………………….. 51

APPENDICES D ………………………………………….. 52-70

APPENDICES E ………………………………………….. 71-72

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 CHAPTER I

The Problem and Its Background

INTRODUCTION

The education system is one of the agencies profoundly affected by a

coronavirus. To protect students from COVID19, teachers all over the country ac-

cepted the task from traditional teaching to new normal. It has allowed teachers

and students to explore multiple learning delivery modalities.

The blended learning strategy is deemed to be the most practical method

to adapt as this combines the advantages of synchronous and asynchronous

strategies. The main motivation in choosing the blended strategy is to increase

the student’s participation in their learning process rather than quietly sitting dur-

ing synchronous discussion. The basis of this approach is the cognitive load the-

ory, on the basis that novice learners are immediately overwhelmed by a large

number of new ideas and terminologies, and resort to surface learning (Darabi

and Jin, 2013; Seery and Donnelly, 2012; Seery, 2013). This type of active learn -

ing pedagogy is called the “flipped classroom” approach (Bergmann and Sams,

2012; Olakanmi, 2017). In this learning approach, traditional lecture and home-

work are replaced by pre-class activities, such as viewing short, pre-recorded

lecture videos. The class time is devoted to further reinforce the topics through

problem-solving examples, interactive activities, and detailed discussions

(Pienta, 2016; Rau et al., 2017). However, the synchronous online class sessions

(called the “virtual classroom”) replaced the traditional face-to-face class for en-

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 gaging the students with activities and guided problem-solving discussions in the

traditional flipped classroom.

Following DepEd Order (DO) No. 012, s.2020, “Adoption of the Basic Edu-

cation Learning Continuity Plan (BE-LCP) for School Year 2020-2021 in the light

of the COVID-19 Public Health Emergency,” Department of Education (DepEd)

shall employ multiple learning delivery modalities (LDMs) to ensure the continued

provision of learning opportunities to its learners while protecting the health and

safety of both its personnel and learners. This can be done through blended

learning, distance learning, and homeschooling. (DepEd Order, 2019)

Blended learning may have been heard only during this time of the Covid-

19 pandemic, but this type of instruction has been part of the Philippine educa-

tional system for many years now. From the standpoint of DepEd, “blended

learning” or “hybrid learning” is a fusion of online distance learning and in-person

delivery of printed materials to the homes of the learners through the barangays

for those who don’t have internet access and interactive facilities in the comforts

of their home. In localities where this is not possible, DepEd will use radio and

television to broadcast lessons, materials, and instructions for the students. (Cus-

todio, 2020).

Blended Learning, where two or more alternative learning delivery modali-

ties are “blended” together, is among the options offered by the Department of

Education (DepEd) in an effort to ensure education continuity amid the pan-

demic. (Malipot, 2020). Under blended learning, students are taught using vari-

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 ous means including using online, television, radio, and printed materials.

(Mendenilla, 2020). The sudden shift to blended learning led teachers to adjust

their teaching plans, teaching styles, and assessment methods.

Blended learning provides flexibility in learning for both students and teachers.
Integration of the virtual and
physical landscapes enables both instructors and students to become learners,
but this is most effective when there is
institutional support through the provision of professional learning and the oppor-
tunity for redesigning courses for
the most appropriate blend (Bliuc, 2007).
Blended learning provides flexibility in learning for both students and teachers.
Integration of the virtual and
physical landscapes enables both instructors and students to become learners,
but this is most effective when there is
institutional support through the provision of professional learning and the oppor-
tunity for redesigning courses for
the most appropriate blend (Bliuc, 2007).
Blended learning provides flexibility in learning for both students and teachers.
Integration of the virtual and
physical landscapes enables both instructors and students to become learners,
but this is most effective when there is
institutional support through the provision of professional learning and the oppor-
tunity for redesigning courses for
the most appropriate blend (Bliuc, 2007).
Department of Education (DepEd) suggested that during this pandemic,

traditional approaches shifted into blended learning. (Tupas & Laguda, 2020) The

Department of Education’s (DepEd) blended learning approach has the following

options for students: taking lessons through online classes, modular or printed

materials, television, or radio. (Abad, 2020)

Here in Lipa City, a combination of Printed Modular Distance Learning and

Online Distance Learning is the type of blended learning commonly used in

schools to decrease the volume of people outside the home at any given time.

This is also to ensure continuity of access to education amidst of pandemic.

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Telephone Number: 756-1943
Fax Number: 756-3768 local 300
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 In Online Distance Learning (ODL), it engages the teachers and the learn-

ers who are physically remote from each other but are interconnected online. It

needed a network that can make this possible. This means that both the teachers

and learners must have any of the following: laptops, desktops computers, smart-

phones, and internet connectivity. Both the teacher and the learners can have an

interface and discussion in real-time. Moreover, it may be conducted through,

messenger, live chat, google meet, zoom, and others. The presence of the

teacher is expected to facilitate this modality. The learners may download materi-

als from the internet. This is practiced effectively by using a Learning Manage-

ment System or related technologies. The DepEd Commons and LR Portal fall in

this category.

Modular learning is the most popular type of Distance learning. In the

Philippines, this learning modality is currently and mainly used by all public

schools because according to a survey conducted by the Department of Educa-

tion (DepEd), learning through printed modules emerged as the most preferred

distance learning method of parents whose children are enrolled this academic

year. (Bernardo, 2020)

Under DepEd's Printed Modular Distance Learning (PMDL) system, stu-

dents will be provided with self-learning materials (SLMs). Teachers will be giving

students SLMs per quarter. That will mean students will be receiving 4 sets of

SLMs for one whole academic year.

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 The teacher takes the responsibility of monitoring the progress of the

learners. The learners may ask assistance from the teacher via e-mail, tele-

phone, text message/instant messaging among others. Where possible, the

teacher shall do home visits to learners needing remediation or assistance

(Llego, 2020). Printed Modules will be delivered to students, parents, or

guardians by the teachers or through the Local Government Officials. Since edu-

cation is no longer held within the school, parents serve as partners of teachers

in education. Parents play a vital role as home facilitators. Their primary role in

modular learning is to establish a connection and guide the child. (FlipScience,

2020).

Since public and private schools were closed to protect the health of learn-

ers and educators, teaching had to be performed remotely with the use of modu-

lar and digital platforms. (Montemayor, 2020). The Philippines is far too unpre-

pared for the sudden proposal of online learning. While DepEd has pushed on-

line learning for private schools and ensured all students will be able to avail of it,

they cannot do the same for public schools. Families can avail of private teachers

and courses, but public schools as a whole will not be able to support online

learning for most of their students. (Kritz, 2020)

Most teachers in public schools had pointed out not enough devices would

be available for students and that support for internet connectivity would remain

inadequate. (Cruz, 2021)

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 Various private sectors involved in education struggled when face-to-face

classes were restricted due to the pandemic. In their preparation for the learning

setup, the school introduced a learning management system that allows students

to collaborate more with their teachers in the online platform. As online classes

can be very taxing for students nowadays, the school developed its learning pro-

gram in a way that students can carry out online lessons throughout the day.

(Savilla, 2021)

Mason (2009) agrees that blended learning is not simply a matter of pro-

viding online resources and content to supplement face-to-face teaching, but that

it “requires more careful design and support than traditional face-to-face teach -

ing”. Successful implementation of blended learning requires the use of digital

learning systems that provide teachers, students, and parents with real-time stu-

dent data, student progress in course, and the ability to easily adapt content and

instruction based on student performance. (Darrow, Friend, & Powell, 2013). In

addition to effective design, students need to be well prepared with the skills and

understandings to interact in blended modes and activities (Hamilton & Tee,

2010; Zaka, 2012).

The implementation of a blended learning teaching style in hopes of is to

understand its potential benefits to teachers, students, and parents. It is also to

identify whether parents’ and student’s achievement and participation in blended

learning are better than those in face-to-face learning and to determine whether

there is a positive correlation between the parents’ and students’ participation

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 and their achievement. The researcher also wants to understand parents’ and

students’ perceptions of experiencing blended learning.

The purpose of this research is to come up with particular plans and

projects that would ease the particular challenges experienced by teachers, par-

ents, and learners for them to fully maximize the learning of competencies. This

is also to provide the quality basic education which is accessible and responsive

in the new normal.

THEORETICAL FRAMEWORK

For the purposes of this study the researcher examines learning theories

that apply to blended learning.

Blending with Pedagogical Purpose Model

Anthony G. Picciano (2017) developed this model, in which pedagogical

objectives and activities determine the methods, including the online technology

that faculty members use in instruction.

The model suggests that blending the objectives, activities, and ap-

proaches within multiple modalities might be most effective for, and appeal to, a

wide range of students. It contains six basic pedagogical goals and approaches

for achieving them, to form learning modules. It is flexible and assumes that other

modules can be added as needed and where appropriate. The most important

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 feature of this model is that pedagogy drives the approaches that will work best

to support student learning.

This model is relevant to the present study because it enables students to

experience learning in the way that suits them best, while also challenging them

to experience and learn in other ways. It is also important because it represents

learners’ different generations, different personality types, and different learning

styles. Teachers and instructional designers seek to try to use multiple ap-

proaches to meet the needs of a wide spectrum of students.

CONCEPTUAL FRAMEWORK

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 Figure 2. Conceptual Framework

The framework shows the independent variable of the study which in-

cludes the assessment in the implementation of blended learning modality in

terms of curriculum management, learning delivery, management of learning re-

sources, and assessment which is associated with the independent variable of

challenges encountered in the implementation of the blended learning modality

that results with coping up with the challenges encountered in the implementation

of blended learning. Self-assessment will result in the creation of the enhance-

ment to the school continuity learning plan in the implementation of blended

learning for school heads and teachers which overcomes obstacles through inno-

vative means of teaching and learning.

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 STATEMENT OF THE PROBLEM

The study aims to determine the implementation of blended learning

modalities and its basis to enhance continuity learning plan in selected schools in

Lipa.

Specifically, it seeks to answers the following question:

1. To what extent do school heads and teachers assess the implementation of

blended learning modality of selected schools Lipa City in terms of:

1.1 Curriculum Management

1.2 Learning Delivery

1.3 Learning Resources

1.4 Assessments

2. What are the challenges do school heads and teachers encountered in the im-

plementation of the blended learning modality?

3. How do teachers cope with the challenges encountered in the implementation

of blended learning?

4. Is there a significant difference in the assessment of the respondents on the

implementation of blended learning modalities and the challenges encountered?

5. Is there a significant relationship on the assessment of the respondents in the

implementation of blended learning modality and the challenges encountered?

6. What enhancement should be proposed to the school continuity learning plan

in the implementation of blended learning for school heads and teachers?

HYPOTHESES

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 The researcher formulated the following null hypotheses.

1. There is no significant difference in the assessment of the respondents

on the implementation of blended learning modalities and the challenges encoun-

tered

2. There is no significant relationship on the assessment of the respon-

dents in the implementation of blended learning modality and the challenges en -

countered.

SIGNIFICANCE OF THE STUDY

The generalization of this study would be a great contribution and benefi-

cial especially to the following:

DepEd. The higher percentage of successful students increases the quality of

education. DepEd will support and assist teachers and parents to ensure the contin-

ued success and progress of the learner.

Administrators. This may serve as an evaluation to make necessary adjust-

ments and revisions in their policies.

Local Government Unit (LGU). The present study will be beneficial for the

local government as they will be enabled to improve their service delivery to the

schools. They provide students access to the full range of services and opportu -

nities they need to thrive.

Teachers. The study will benefit to have information about the implemen-

tation of blended learning and its basis to enhance continuity learning plan. Thus,

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 it will lead them to employ blended learning as an effective modality and this may

be utilized as an approach in handling learners.

Parents. The success of the learner is also the success of the parents.

Learners. It is highly beneficial for students as they enable them to con-

tinue access to learning. They are given the tools to access the course materials

anytime and anywhere.

Future researchers. This research study will be a good resource material

for them to use when they conduct studies similar to this present study.

SCOPE AND DELIMITATION

The study will focus on the implementation of blended learning modality

and its basis to enhance the learning continuity plan. The primary participants of

this research study will be the school heads and teachers in selected schools in

Lipa City. The respondents will be limited to five (5) school heads and (40) teach-

ers in selected schools in Lipa City.

Moreover, they will purposely select because the researcher would like to

know their views and challenges they encounter as the teaching and learning

shift to blended learning modality. Thereby, every effort will be made to ensure

that the sampling used will be adequate to collect the information required for

concluding.

DEFINITION OF TERMS

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 For the readers’ clearer understanding of the contents of this study, the re-

searchers defined the following terms.

Implementation. In this study, it refers to the application of blended learn-

ing modality to make teaching and learning accessible.

Blended Learning Modality. As used in the study, this refers to a learn-

ing delivery that combines Printed Modular Distance Learning (PMDL) and On-

line Distance Learning (ODL) which is commonly used in selected schools in Lipa

City.

Curriculum Management. This refers on how school heads and teachers

assess the essential skills, instructions, and trainings which is needed in the im-

plementation of blended learning modality.

Learning Delivery. In the study, this refers on how school heads and

teachers transfer knowledge and provide necessary support to the parents and

learners in both printed modular and online learning.

Management of Learning Resources. In this study, these refer on how

school heads and teachers assess the learning materials and tools in both

printed modular and online learning.

Assessment. In this study, this refers on how school heads and teachers

assess the design test construction, test execution and feedbacking system in

the implementation of blended learning modality.

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 Challenges. As used in the study, it refers to the problems and situations

being encountered in the implementation of a blended learning modality.

Learning Continuity Plan. In this study, it refers to the essential require-

ments of education in the time of the pandemic.

Key Stage 2. In the study, Key Stage 2 are the learners from the Interme-

diate level who will be the respondents.

CHAPTER II

RELATED LITERATURE AND REVIEWS

This chapter includes the ideas, generalization or conclusions, methodolo-

gies, and others. Those that were included in this chapter helps in familiarizing

information that is relevant and similar to the present study.

Related Literature

The delivery of education in the country has greatly changed because of

the coronavirus disease 2019 (Covid-19) pandemic. Basic Education - Learning

Continuity Plan (BE-LCP) is the Department of Education's major response and

commitment to protecting the health, safety, and well-being of learners, teachers,

and personnel. The BE-LCP aims to provide quality distance learning with the

use of self-learning modules in digital and printed form, radio, television, and the

internet. (Montemayor, 2020)

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 The principles of the BE-LCP is to “protect the health, safety, and well-be-

ing of learners, teachers, and personnel, and to prevent the further transmission

of COVID-19” and to “ensure learning continuity through K-12 curriculum adjust-

ments, alignment of learning materials, implementation of multiple learning deliv-

ery modalities, and providing corresponding teacher and parent/guardian train-

ing.” (Malipot, 2021)

BE-LCP covers the essential requirements of education in the time of

COVID-19, e.g. most essential learning competencies, multiple learning delivery

modalities for teachers, school leaders, and learners, required health standards

in schools and workplaces, and special activities like Brigada Eskwela, Oplan Ba-

lik Eskwela, and partnership. The key elements of the learning strategies that

shall operationalize the BE-LCP are the streamlining of the K to 12 Curriculum

into the Most Essential Learning Competencies (MELCs), and allowing of multi-

ple learning delivery modalities such as distance learning and blended learning,

either on top or in place of face-to-face learning. (Llego, 2020)

Sulong EduKalidad is a national effort initiated by DepEd to address the

challenge of providing quality basic education. DepEd aims to align all of its pro-

grams and projects toward EduKalidad and is mobilizing field offices and schools

to address gaps, improve student performance, and prepare students with es-

sential global and 21st-century skills. (DepEd, 2019)

The program has four core components with its first letters spelling KITE,

which stand for: (1) K to 12 curriculum review and update, (2) Improving the

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 learning environment, (3) Teachers’ upskilling and reskilling, and (4) Engagement

of stakeholders for support and collaboration. (Maturan, 2020)

Blended Learning. Blended learning is learning that is facilitated by the

effective combination of different modes of delivery, models of teaching and

styles of learning which are applied in an interactively meaningful learning envi-

ronment. (Nahlawi, 2012)

Blended learning is any time a student learns at least in part at a super-

vised brick-and-mortar location away from home and at least in part through on-

line delivery with some element of student control over time, place, path, and/or

pace. (Staker, 2011)

Blended learning is designed with the use of synchronous and asynchro-

nous web-based technologies. Synchronous learning refers to all types of learn-

ing in which learner(s) and instructor(s) are in the same place, at the same time,

for learning to take place. Asynchronous learning is a student-centered teaching

method widely used in online learning. (Finol, 2020)

Blended learning is an education strategy that features both digital and

traditional teaching methods to help students learn. It’s exceptionally effective at

helping long-term information retention in a diverse student body. (Zook, 2018)

Assessments in the implementation of blended learning modality.

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 The school orients the teachers, parents, and learners about the online

learning policies and directions to ensure that everyone is properly informed and

guided. (DepEd Order, No. 13 s.2020)

Instruction is clearly outlined for students and anyone who’s supporting

them. There should be logic to the sequence of the tasks and why they’re being

done. (Mitchell, 2020)

Sustained interactions between students and instructors are the corner-

stone of effective online learning. The instructor may interact with students on dif -

ferent course-related discussion forums, periodic live (and recorded) webinar

sessions, instant messaging within the course, instructor podcasts, and other

learning activities. In addition, instructors provide students with written and/or

voice/video thread feedback on all student coursework submissions. Students

participate in the learning process by contributing to online discussions, request -

ing and sharing course materials, and sending course-related questions to the in-

structor. (Tulane University, 2021)

Considering of having students complete online quizzes that test the stu-

dents’ understanding of the subjects in class. These quizzes, which can be short

and informal, encourage students to pay attention in class while helping gauge

the level of learning in real time. (SurveyMonkey, 2021)

The school should have complete and appropriate content on the online

platform. The school should also have institutionalized the training and updating

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 of teachers to be more technologically adept. Meanwhile, the teachers should

also have access to device/s and connectivity at the school. (DepEd Order, No.

13 s.2020)

The general approach to the Quality Assurance Rubric for Blended Learn-

ing is to fully examine an institution's course design processes, taking into con-

sideration orientation, content, instructional design, use of technology, the stu-

dent experience, and other areas relevant to designing and delivering blended

learning. (Perris & Mohee, 2020)

Access to the Internet is fundamental to achieving this vision for the future.

It can improve the quality of education in many ways. It opens doorways to a

wealth of information, knowledge, and educational resources, increasing opportu-

nities for learning in and beyond the classroom. Teachers use online materials to

prepare lessons, and students to extend their range of learning. Interactive

teaching methods, supported by the Internet, enable teachers to give more atten-

tion to individual students’ needs and support shared learning. (Internet Society,

2017)

The school has available reference/supplementary materials for distribu-

tion to the learners. (DepEd Order, No. 13 s.2020)

Schools shall determine the appropriateness of a learning management

system or educational platform in the delivery of instruction. Open-source LMS

must be user-friendly to be able to execute a variety of functions that work to-

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 gether to provide a seamless experience for both teachers and learners. (DepEd,

2020)

The teacher takes the responsibility of monitoring the progress of the

learners. The learners may ask assistance from the teacher via e-mail, text mes-

sage or messenger chat. Where possible, the teacher shall do home visits to

learners needing remediation or assistance. The printed modules are distributed

weekly to the parents or guardians by the teachers in the school. Students are

tasked to complete the activities and submit their outputs at the end of the week.

Since education is no longer held within the school, parents serve as partners of

teachers in education. (Gonzales, 2021)

The teachers are well oriented on DepEd policies relating to online dis-

tance learning and to freely access the needed resources accorded by the

DepEd Commons and LRMDS. (DepEd Order, No. 13 s.2020)

Students' learning progress will be assessed through summative exercises

and performance tasks. DepEd said schools will not be holding periodical exami-

nations to prevent "distance cheating." While DepEd acknowledges the impor-

tance of periodical tests in assessing students' understanding of the lessons, it is

said that the pandemic compelled to be more creative and flexible in implement -

ing summative assessment schemes without sacrificing assessment’s credibility.

(Magsambol, 2020)

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 The Individual Learning Monitoring Plan will be used to monitor learner

progress based on the given strategies. This will be used only for learners who

are not showing progress in meeting the required learning competencies. Teach-

ers with these kinds of learners are advised to prepare the Individual Monitoring

Plan and communicate with their parents regularly through home visitation.

Teachers may also call the parents for a meeting to discuss the intervention

strategies and what they can do to strengthen their involvement in their child’s

learning. (DepEd Click, 2020)

Together with the content, the school has proper assessment (e.g.,

quizzes, exams, available in the platform. The same assessment should be regu-

larly reviewed and updated. (DepEd Order, No. 13 s.2020)

Feedback is a powerful construct in the design of quality online learning,

and quantified dimensions of learners’ feedback experiences can be leveraged to

improve effectiveness, increase efficiency, and maintain appeal in online cour-

ses. (Crisp, 2020)

In the synchronous form, where the teacher and the student are working

together at the same time (via online platforms like Zoom and Microsoft Teams),

as well as directly by phone, teachers can provide feedback to students in real-

time. (Liberman, Levin & Bazaldua, 2020)

Challenges encountered in the implementation of blended learning

modality. According to Gilmour (2020), the most frequently cited in-class

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 blended learning challenge for learners identified by instructors was a lack of ba-

sic computer/digital skills including being able to navigate different platforms and

devices, keyboarding, using a password, etc. Other frequently cited challenges

were getting distracted and low independence/self-directedness and motivation,

fear of and discomfort with technology, and language and comprehension barri-

ers.

On the part of the teacher, formulating different modules is a difficult task

especially if the teacher has no training on how to create a quality type of learn -

ing modules. (Manalac, 2021)

One of the challenges of online education is that collaboration is difficult to

achieve when students are not physically present together. (Quevillion, 2021)

Some significant challenges to blended learning models include the ex-

pense of technology, inadequate training, technological issues, the need to adapt

content for blended learning, decreased motivation, and weakened relationships

between students and teachers. (Study.com, 2020)

Teachers who were unfamiliar with the use of technology had to struggle

with tools such as videoconferencing, preparingi presentations and learning to be

tech-savvy together with their regular teaching job. (Bedi, 2021)

The most common challenges were the extended time to learn new tech-

nology tools, a lack of support for learning critical functions of the LMS, and dis -

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 comfort with understanding and implementing effective online pedagogy.

(Mozelius & Rydell, 2017)

The expense of reproducing and distributing the printed modules has al-

ready exhausted the funds available to schools and teachers for the purpose,

forcing teachers to dip into their own pockets to provide the materials for their

students. (Manila Times, 2020)

The difficulties of access to information communication technology (ICT)

are felt most by students. Children from impoverished areas were likely to be at a

disadvantage at the start of classes. Aside from the difficulty in access to internet

services with enough speed for blended learning, increasing internet subscription

costs also hound learners and instructors. Hardware and software, must-haves in

blended learning, could be costly to everyone—educators, students, and parents.

(Baclig, 2020)

Some teachers, students, and even parents were struggling to use mod-

ern gadgets as part of the blended learning program. Part of the dilemma is inter -

net connectivity and the lack of devices for virtual classes, which can be found in

internet shops. (Mendoza, 2020)

The most commonly cited blended learning problems for learners were the

lack of expert guidance and supervision, financial restriction, poor or no internet

connectivity. Other challenges unique to distance learning were short attention

span, lack of conducive learning environment, poor time management skills, lan-

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 guage and comprehension barriers, and lack of fundamental computer/digital

skills including the ability to navigate various educational platforms and devices.

(Tungol, 2021)

It’s hard to disagree that there’s a significant amount of work involved in

the early stage of blended learning where you set everything up. It’s not easy to

switch to a new method if you are already accustomed to a traditional approach.

Another problem is that, depending on how you to up blended learning, it might

diminish the motivation of the participants. Not every blended learning model is

suited to every person, task, subject, or organization. (Priscila, 2021)

 There are times where parents are the ones who respond to their chil-

dren's modules to ensure that their children earn high grades. Apart from that,

the written assignments and tasks of the learners are being addressed by the

parents. These tasks form the basis for the assessment of the quarterly grades of

learners. (Canonizado, 2021)

As for the summative assessment of students’ performance in distance

teaching activities, online testing may raise concerns about plagiarism and cheat-

ing. (Laghigna, 2020)

Related Studies

Blended Learning. Rao (2019) defined blended Learning as one of the

newest concepts in the teaching/learning process. Currently, the educational sys-

tem is trying to adopt new technologies and explore new paths to reach the goal

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 of quality educational opportunities for all. Blended Learning is increasingly used

to describe the way e-learning, combined with traditional classroom methods and

independent study to create a new, hybrid teaching methodology. Blended

Learning is an approach that provides innovative educational solutions through

an effective mix of traditional classroom teaching with mobile learning and online

activities for teachers, trainers, and students.

Fakhir (2015) in his study noted that using a blended learning strategy as

a teaching method; reflects on raising student achievement and improving their

attitudes towards learning. Moreover, it develops students’ skills, including com-

munication skills, receiving information, and the interaction between the student

and the teacher. A Blended learning strategy saves time for both the teacher and

the student.

Kassner (2013) asserted that effective online and blended learning experi-

ences will focus on quality interactions, student engagement, and the formation

of connections, not the bells and whistles of technological tools that will come

and go. Instructional needs and goals should dictate what tools are utilized. 1

Jaisingh (2018) in his study justified that blended learning provides possi-

ble space to develop collaborative skills for learning programming courses suc-

cessfully.

Hrastinski (2019) in his study described that blended learning is also used

to other blends, such as combining different instructional methods, pedagogical

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 approaches, or technologies, although these blends are not aligned with the most

influential blended learning definitions.

Assessments in the implementation of blended learning modality.

Dangle & Sumaoang (2020) in their study mentioned that one of the con-

cerns of the students is that they do not have enough time to answer all the mod-

ules within a week. Therefore, if DepEd cannot extend the duration of accom-

plishing the modules, they must lessen the activities. We all know that mistakes

cannot be avoided at times. Thus, teachers should re-evaluate the modules, and

they must make sure that all the lessons or activities are appropriate to the needs

of the learners. The parents, as well as the students, are right; the instructions in

every exercise must be clear enough for the learners to understand. The topics

must be simplified, and teachers must give more examples. Moreover, all the

printed pictures in the modules should be clear.

Lalima & Dangwal (2017) noted that implementing successful blended

learning is a child-centered but teachers are an important pole of blended learn-

ing. Teachers should be well acquainted with the concept of blended learning

and fully trained and skilled to blend both types of approaches.

Galano (2017) noted that timely and appropriate monitoring and feedback

for consultation and intervention purposes shall be put in place through various

touchpoints such as text messaging, and audio/video calls, whichever is accessi-

ble to the learner.

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 Castroverde & Acala (2021) added that after collecting the modules,

teachers are expected to check and evaluate students’ answers. Checking is

considered as one of the essential parts of teachers’ role in monitoring the stu-

dents’ performance.

Schaefer and Sustersic Stevens (2016) suggested that rubrics present op-

portunities to help instructors evaluate course outcomes, student performance

and engagement, communicate expectations of quality work, and provide stu-

dents with positive feedback.  They indicate that this step is critical because in-

structors are frequently charged with the responsibility for assessments, yet face

a grueling challenge when assessing student learning. 

Challenges encountered in blended learning. Based on the study

conducted by Ambayon (2020), modular instruction is more operative in

the teaching-learning method as equated to usual teaching approaches because

in this modular approach the students learn in their own stride. It is unre -

stricted self-learning panache in which instantaneous reinforcement, a com-

ment is provided to practice exercise, which stimulates the students and builds

curiosity in them. Hence, this kind of learning modality increases the student-cen-

tered approach in learning. However, the implementation of modular instruction

fostered various challenges to teachers, students, and parents. The study of

Dangle & Sumaoang (2020) showed that the main challenges that emerged

were lack of school funding in the production and delivery of modules, students

struggle with self-studying, and parents’ lack of knowledge to academically guide

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 their child/children. Hence, it is evident that there are struggles associated with

the use of modular distance learning.

For Aldosemani et al. (2018), the lack of faculty training and support, lan-

guage barriers, poor promotion incentives for blended learning initiation are some

of the challenges that teachers are experiencing with the use of blended learning.

Sorensen’s (2012) study revealed the most challenging and favorable as-

pects of online learning for parents, keeping their children on schedule while

completing their coursework as the former and interactions with the child's online

teachers as the latter.

Goodall (2016) added that schools and teachers simply do not have

enough guidance to improve the parental engagement experience, especially

with the effective use of technology.

According to Ertmer et al. (2012), the most commonly cited reason for the

lack of technology implementation in the classroom is inadequate professional

development and training.

Gedik et al (2012) specified additional barriers to blended learning, such

as the complexity of the work, where students are expected to engage in and

complete tasks in two environments; staying disciplined and on track in the online

activities; and struggling with technology issues.

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 Ketchell (2018) explained that appropriate access to technical support

(classroom, informally), availability of infrastructure (computer labs, software),

policies (whether to administer digital homework) and time allocated to incorpo-

rate new technologies are major challenges for teachers.

Fiel (2008) in her study noted that due to the innovation of technologies,

the demand for an introduction to the teachers is dramatically challenged. With-

out the introduction of these materials may lead the number of teachers to lag.

Many institutions are not making full use of technology as part of their compre-

hensive school reform. Some reasons for this limitation are the competing priori-

ties, lack of reliable information, resources, and expertise on those mediums.

According to Fairlie (2004) & Jones et al. (2009), The lack of access to ed-

ucational technologies and innovations (sometimes termed the digital divide)

continues to be a challenge with novel educational technologies

ICT is found to have vital potential in increasing students’ achievement

and enriching teachers’ skills; however, lack of training, equipment, and skill limit

its success. Confidence, competence, and accessibility have been critical ingre-

dients to effectively blend ICT into the teaching and learning process (Habibu, Al

Mamun, & Clement, 2012)

Benson, Joseph, & Moore (2017) in their study mentioned that the primary

goal of technology in the field of education is to achieve a better understanding of

learners, reach the actual integration, and activate the connection between cul-

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 ture, education, and technology in an attempt to transform education into a more

comprehensive, fair and powerful field to achieve true integration of the learner to

the maximum of his abilities.

Holmberg (2011) noted that the use of e-mail, telephone, video confer-

ences, and Webinars have become common practices that support current works

—teaching-learning conversations.

Lepaen (2021) in her study concluded that Public School Teachers en-

countered poor internet connection. Some parents cannot go to school to get the

module due to financial incapacity. There are also unresponsive students and

parents.

Castroverde & Acala (2021)based on their study, teachers encounter dif-

ferent challenges in the implementation of modular distance learning modality.

These challenges were identified based on how teachers plan and prepare the

modules, deliver, collect, monitor students’ performance, check and evaluate stu-

dents’ outputs, as well as on how they provide feedback to students.

Dangle & Sumaoang (2020) in their study showed that the main chal-

lenges that emerged were lack of school funding in the production and delivery of

modules, students struggle with self-studying, and parents’ lack of knowledge to

academically guide their child/children. Hence, it is evident that there are strug -

gles associated with the use of modular distance learning.

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 According to Undersecretary for Curriculum and Instruction Diosdado

San Antonio (2020), another thing that most likely influences the effective-

ness of the learning activities for distance learning delivery modality is the pres-

ence of the intense communication mechanism between the teachers and the

parents or guardians and learners. Because constant communication, doubts,

confusions and uncertainties, and even the difficult activities or problems will be

addressed effectively that have been assigned to be undertaken and solved by

learners.

Fabito et al., (2020) revealed that one of the three barriers and challenges

that students encountered in online learning was a good internet connection. An-

other related concept from Casillano (2019) indicated that only a minimum of the

students has internet access thus impeding them to access the e-learning plat-

form. In another study, poor students do not own laptops and desktop computers

and have limited internet connections (Cleofas & Rocha, 2021)

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 CHAPTER III

METHODOLOGY

This chapter will concentrate on the discussion of the research methods

and procedures adhered to by the researcher to answer systematically the spe-

cific problems. Specifically, the research design, population and samples, re-

search instrument, data gathering procedure, and the statistical treatment of the

data used for the accurate data analysis and interpretation will explain in this

chapter.

Research Design

The research design to be used in the study is a sequential explanatory

research design. Edmonds & Kennedy (2017) defined that the explanatory-se-

quential approach is a sequential and is used when the researcher is interested

in following up the quantitative results with qualitative data. Thus, the qualitative

data is used in the subsequent interpretation and clarification of the results from

the quantitative data analysis. According to Plano Clark (2011), an explanatory

sequential design consists of first collecting quantitative data and then collecting

qualitative data to help explain or elaborate on the quantitative results.

This study will employ the use of a descriptive method of research to de-

termine the challenges encountered by teachers, parents, and learners in the im-

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 plementation of a blended learning modality. According to McCombes (2020), de-

scriptive research aims to accurately and systematically describe a population,

situation, or phenomenon. It can answer what, where, when, and how questions,

but not why questions. It can use a wide variety of research methods to investi-

gate one or more variables. A survey will be utilized to describe the implementa -

tion of a blended learning modality. Thus, Descriptive Research Design will be

appropriate for the study because it is the fastest way to gather information from

the respondents and it will allow the researcher to gather large volumes of data

that can be analyzed for frequencies, averages, and patterns.

Population and Sample of the Study

The target population for this study will be comprised of (5) school heads,

and (40) teachers in selected public schools in Lipa City. The sample size of the

research will be forty-five (45) of the respondents from public schools in Lipa

City.

This study shall employ purposive sampling in which the researcher will

choose the respondents whether they utilized the blended learning modality.

Moreover, they will also be selected if they have access to the internet and any

means of technology to answer the survey.

According to Arikunto (2010), purposive sampling is the process of select-

ing a sample by taking a subject that is not based on the level of the area but is

taken based on the specific purpose. With purpose sampling, the researcher can

choose a representative sample and get represent the population. This technique

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 will be appropriate for the study to provide sample which will provide a good rep-

resentative sample of the population of selected schools in Lipa City and it will be a

and inexpensive method.

Instrumentation

A questionnaire will be used as the data gathering instrument in this study.

The researcher will also use online survey to collect data. This instrument will be

appropriate for the study because it will provide a relatively cheap, quick, and ef -

ficient way of obtaining large amounts of information from a large sample of peo -

ple.

The research instrument will be consisted of three parts. Part I of the re -

search instrument will be consisted of the school heads and teachers assess-

ment in the implementation of the blended learning modality in terms of curricu-

lum management, learning delivery, management of learning resources, and as-

sessment. Part II will be consisted of the challenges encountered in the imple-

mentation of the blended learning modality. Part III will be consisted of coping

with the challenges encountered in the implementation of blended learning.

In using questionnaires, the researcher will collect data from related litera-

ture and studies. Besides coming from others' studies, research questions will

also come from own personal experiences or observations.

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 VALIDATION

Validity in research means ―appropriateness of the tools, processes, and

data. It measures whether the research question is valid for the desired outcome,

the choice of methodology is appropriate for answering the research question,

the design is valid for the methodology, the sampling and data analysis is appro -

priate. This research will be valid because tools such as survey questionnaires

are correctly formulated and are used to collect the data of the research accord -

ingly. Also, this research will be valid because it is a relevant issue, which is

present in the school situation in Lipa City.

Data Gathering Procedure

This section stated the sequence of how the researcher gathered the data.

First, the researcher constructed a title and was validated by the Profes-

sor. It was also stated the general problem and specific problem to be answered

through the results of the study.

The researcher searched on the internet for the materials for the study

specifically the related literature and studies since it was difficult to go outside

and observe the health protocol.

The researcher made use of the descriptive method. The researcher con-

structed a survey questionnaires checklist and was validated to be able to know if

the questionnaires are effective and reliable to answer by the respondents.

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 The researcher made a letter of intent for the adviser and dean of the

school which will serve as permission to formally conduct the study.

The researcher made a letter of approval to the School Division Superin-

tendent and the principal of the concerned school. The research also made a let-

ter of request to the school heads and teachers as they will be the respondent to

the study.

After the letter was approved, the researcher sent the survey question-

naires through e-mails or messenger to the respondents of the study. The re-

searcher explained the details to help the respondents accomplish the question-

naires.

The researcher tabulated and analyzed the data. The researcher asked a

statistician to help in determining the appropriate statistical tools to be used and

in interpreting data. Based on the data, the researcher summarized all the docu -

mented information and came up with a conclusion and recommendations.

Statistical Treatment of Data

The data gathered statistically treated for analysis and interpretation with

the application of the following statistical tools.

Frequency. It is the number of times the observation occurs in the data.

Ranking. It is the data transformation in which numerical or ordinal values are re-

placed by their rank when the data are sorted

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 Weighted mean. It involves multiplying each data point in a set by a value which

is determined by some characteristic of whatever contributed to the data point.

Analysis of Variance. It is a statistical technique that is used to compare groups

on possible differences in the average (mean) of a quantitative (interval or ratio,

continuous) measure.

Scoring and Interpreting of Responses

To analyze and interpret the data gathered from the survey, the re-

searchers used the following statistical tools.

A parameter used to determine their answers to the questions, with a

weight of 1 to 4 for each option selected by the respondents of the study. The

computed weighted mean interpreted through the use of the following scales.

1.00-1.49 – To a very little extent 2.50-3.49 – To a great extent

2.00-2.49 – To some extent 3.50-4 – To a very great extent

1.00-1.49 – Strongly disagree 2.50-3.49 – Agree

2.00-2.49 – Disagree 3.50-4 – Strongly agree

CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

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 This chapter shows the presentation, analysis and interpretation of the

gathered data from the questionnaires answered by the respondents. Such pre-

sentation is in accordance with the specific questions posited on the statement of

the problem.

1. Extent of Assessment of the School Heads and Teachers on the Imple-

mentation of Blended Learning Modality of Selected Schools Lipa City.

The assessment of the school heads and teachers on the implementation

of blended learning modalities were given in Tables 1 – 4.

1.1 In Terms of Curriculum Management.

Table 1

Extent of Assessment of the School Heads and Teachers on the Implemen-

tation of Blended Learning Modality of Selected Schools Lipa City in Terms

of Curriculum Management

Items School Heads Teachers

WM VI R WM VI R

1. Planning of learners’ activities 3.80 VGE 3 3.38 VGE 3

based on the needs

2. Adaption of programs and activi- 4.00 VGE 1.5 3.40 VGE 2

ties to learners’ needs

3. Attending seminars and trainings 4.00 VGE 1.5 3.45 VGE 1

to be more technologically ready

4. Well oriented about the policies 3.60 VGE 4 3.23 GE 4

and instructions to ensure that ev-
eryone is properly informed and

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 guided

5. Well acquainted with the concept 3.40 VGE 5 2.93 GE 5

of blended learning and fully trained
and skilled to blend both modes.

Composite Mean 3.76 VGE 3.28 VGE

Legend: 3.25 - 4.00, Very Great Extent (VGE) WM = Weighted Mean

2.50 – 3.24, Great Extent (GE) VI = Verbal Interpretation

1.75 – 2.49, Some Extent (SE) R = Rank

1.00 – 1.74, Very Little Extent (VLE)

As seen in the table, the school head-respondents assessed adaption of

programs and activities to learners’ needs and attending seminars and trainings

to be more technologically ready to the very great extent as evidenced by the

highest obtained equal weighted means of 4.00 and highest ranks of 1.5. It is vi-

tal to have more trainings and seminars specifically about technology since the

mode of teaching and learning nowadays involves technology. Technological

skills of teachers should be upgraded to provide more learning activities and pro-

grams to the learners.

This finding creates greater imperative for internal and external in-service

training for educators to keep abreast of the developments in educational tech-

nology and pedagogy. It is parallel to the report of Content Engine (2021) that

post-pandemic, the deepening of the knowledge of the educators in the path of

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 modernization lies within better training programs and investment in the tools to

provide quality content that may be accessed by the teachers to enhance the of-

fer of sustainability for students and partners of the institution.

Related to this, it was identified how ICT impacts the ability by which the

educators can deliver well to the stakeholders of the school through learning

technology. Essentially, ICT is found to have vital potential in increasing students’

achievement and enriching teachers’ skills; however, lack of training, equipment,

and skill limit its success. Confidence, competence, and accessibility have been

critical ingredients to effectively blend ICT into the teaching and learning process

(Habibu, Al Mamun, & Clement, 2012).

Meanwhile, the said group of respondents rated well acquainted with the

concept of blended learning and fully trained and skilled to blend both modes

also to a very great extent with the least weighted mean of 3.40 and the least

rank of 5. It is necessary to have trainings in developing content in digital form so

that it can be available online. It is supported by the study of Lalima & Dangwal

(2017) which implementing successful blended learning is a child-centered but

teachers are an important pole of blended learning.

From the foregoing, it can be implied that there is recognized importance

on the integration of the blended learning, but its extent of applicability differs

from institutions to institutions as there might be fully online education, blended

modality and self-paced learning. Based on the Digital Education Market Re-

search Report (2021), it was asserted that as a cumulative impact of COVID-19

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 pandemic, more and more educational systems are dealing with self-paced edu-

cation compared to instructor-led online education particularly in public schools

in the Philippines.

On the part of the teacher-respondents, they determined attending semi-

nars and trainings to be more technologically ready to a very great extent which

yielded the highest weighted mean of 3.45 and the highest rank of 1. This will

help create an effective learning environment, improve teaching-learning situa-

tions, keep updated on modern instructional devices. On the contrary, the said

group of respondents weighed well acquainted with the concept of blended learn -

ing and fully trained and skilled to blend both modes to a great extent with the

least weighted mean of 2.93 and least rank of 5. It is an important feature of the

blended learning that teachers are very dynamic and fully trained to work effi-

ciently in both the formats modular and ICT supported format. Lalima & Dangwal

(2017) noted that implementing successful blended learning is a child-centered

but teachers are an important pole of blended learning.

It is in this context that the teachers look at the relevance of skills-based

trainings in acquiring insights to effectively and efficiently deliver the instructional

plan. According to Verschaffel et al. (2019), ICT-based learning environments for

K to 12 education entails drills based and collaborative learning environments

which may combine synchronous or asynchronous modalities. Essentially, letting

the teachers know how to use them and integrate it in their lessons will be helpful

in learning across different levels such as kindergarten, elementary school, and

secondary school.

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 The composite means of 3.76 for the school heads and 3.28 for the teach-

ers generalized that curriculum management was implemented to a very great

extent on blended learning modalities. This implies that regarding curriculum

management, the school personnel were able to engage in programs and activi-

ties that may get them accustomed to the blended learning amid COVID-19 pan-

demic. To a great extent, the educators were involved in the realignment of the

the policies and interventions on serving the needs of the students as the center

of the learning process.

Writing in Critical Curriculum Design for Blended Learning, Kurubacak

(2016) reported the necessity of both the teachers and the administration to de-

velop strategies, principles and challenges of this new approach of education. It

is recognized to gather relevant information regarding the curriculum from the

professors, administrators, learners, education communities and/or professional

reformers at local, state and national levels. Further, it was emphasized that the

importance of considering a wide range of situations in implementing curriculum

change, of matching innovation with the realities of the interactive classroom

management with respect to the prevailing challenges of time. For the purpose of

this study, it is the COVID-19 pandemic.

1.2 In Terms of Learning Delivery.

Table 2

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 Extent of Assessment of the School Heads and Teachers on the Implemen-

tation of Blended Learning Modality of Selected Schools Lipa City in Terms

of Learning Delivery

Items School Heads Teachers

WM VI R WM VI R

Printed Modular

1. Key concepts and topics on mod- 3.40 VGE 1 3.15 GE 4

ules are complete and deepened.

2. Activities and exercises in the 3.00 GE 4 3.10 GE 5

modules are suited to the multiple
abilities of learners

3. Instruction is clearly outlined for 2.80 GE 5 3.18 GE 3

students and the language used is
simple and understandable.

4. Tasks are simple to complete but 3.20 GE 2.5 3.28 VGE 1

still require analysis.

5. The degree of difficulties for differ- 3.20 GE 2.5 3.25 VGE 2

ent type of learners are considered

Composite Mean 3.12 GE 3.19 GE

Online Mode of Delivery

1. Give provision for Online Reading 3.40 VGE 3 3.35 VGE 3

Assessment

2. Increase teacher -to-student inter- 3.20 GE 5 3.25 VGE 4.5

action and discussion

3. Answer queries of the students 3.80 VGE 1 3.65 VGE 1

and parents thru social media ac-
counts

4. Create online quizzes and activi- 3.40 VGE 3 3.25 VGE 4.5
ties which can be monitored in real-

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 time

5. Provide some educational web- 3.40 VGE 3 3.45 VGE 2

sites or apps that students can use
(e.g. youtube educational videos)

Composite Mean 3.44 VGE 3.39 VGE

Legend: 3.25 - 4.00, Very Great Extent (VGE) WM = Weighted Mean

2.50 – 3.24, Great Extent (GE) VI = Verbal Interpretation

1.75 – 2.49, Some Extent (SE) R = Rank

1.00 – 1.74, Very Little Extent (VLE)

As written in the Table 2, in terms of printed modular learning delivery, the

school head-respondents evaluated key concepts and topics on modules are

complete and deepened to the very great extent as shown by the highest

weighted mean of 3.40 and highest rank so 1. This implies that as regards

printed modules, the content conveyed involving the principles and key concepts

were presented paying respect to meticulous details and information for the

learners. Furthermore, it was identified from the school heads that their key con -

sideration in learning delivery is the presentation of the main content in view of

the learning competencies.

In Pineda (2020), the preparation of self-paced learning modules for the

public school students are guided by contextualization, preparation and produc-

tion which paves the way for effective learning delivery. Accordingly, teachers

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 are engaged by school heads to focus instruction and development of content on

the Most Essential Learning Competencies (MELC), so that within the given time-

frame, the delivery of the subject matter to the students will be contextualized

and simplified to focus on the life-long learning.

On the contrary, the said group of respondents assessed instruction is

clearly outlined for students and the language used is simple and understandable

to a great extent with the least weighted mean of 2.80 and the least rank of 5.

This finding is justified by the implementation of the Department of Education

with the Self-Learning Modules (SLMs) which were implemented in 2020 with the

alternative learning delivery modalities to be offered for various types of learners

across the Philippines.

According to Carino (2020), it was envisioned that there will be reduced

teacher and student interaction with self-paced learning modality. The integration

of SLMs with the alternative learning delivery modalities (modular, television-

based, radio-based instruction, blended, and online) will help DepEd ensure that

all learners have access to quality basic education with face-to-face classes still

prohibited due to the public health situation.With inclusivity in mind, the learners

will be given access to videos and learning materials which will accessed using

DepEd tools so that learning can continue using video-taped lessons aside from

the modules.

With respect to the teacher-respondents, they judged tasks are simple to com-

plete but still require analysis to a very great extent which yielded the highest weighted

Lipa City Colleges 44

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Telephone Number: 756-1943
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 mean of 3.28 and the highest rank of 1. On the part of the teacher-respondents, they fig-

ured the item answer queries of the students and parents thru social media accounts to

a very great extent which gained the highest weighted mean of 3.65 and the highest

rank of 1. From the findings, it can be gleaned that the implementation of the blended

learning much entails delivery of tasks which are simple to complete but pays respect to

higher orders of learning. This means that the activities and written works that may be

found in the printed modules are contextualized and prepared by the teachers in a way

that the learners will not have to devote extensive hours to accomplish. However, such

activities are designed to optimize the learning of the students given simplified assess-

ments and scenarios.

Contrary wise, the said group of respondents rated activities and exer-

cises in the modules are suited to the multiple abilities of learners to a great ex -

tent with the least weighted mean of 3.10 and least rank of 5. This further implies

that the activities are focused on the most relevant competencies to allow learn-

ers to concentrate on domains that that are controlled by the curriculum. It en-

ables the teachers to gauge the learning of the students in specialized or contex-

tualized learning areas.

The composite means of 3.12 for the school heads and 3.19 for the teach-

ers concluded that learning delivery of printed modules was implemented to a

great extent on blended learning modalities. This affirms the extent by which both

the teachers and the school heads assess the learning delivery by means of

printed modules. Essentially, this pandemic has paved the way to the implemen-

Lipa City Colleges 45

10 G.A. Solis St., Lipa City Batangas
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 tation of Modular Distance Learning as an urgent response to ensure continuity

of education. The Philippines is in the process of adapting to the new normal

form of education at present, and continuous innovations of educators and active

involvement of other stakeholders are the driving force for its success.

Parallel to this, Pe Dangle and Sumaoang (2020) noted that the imple-

mentation of the modular distance learning in the Philippine secondary schools

emerged themes such as challenges on the lack of school funding in the produc-

tion and delivery of modules, students struggle with self- studying, and parents'

lack of knowledge to academically guide their child/children. The result of this

study may serve as a springboard for the future improvements of the schools' ex-

isting programs and guidelines on the implementation of modular distance learn-

ing.

With regard to the online learning mode of delivery, the school heads eval-

uated the item answer queries of the students and parents thru social media ac -

counts to the very great extent which garnered the highest weighted mean of

3.80 and the highest rank of 1. This means that there is a greater imperative for

the administrators and points of contact of the school to answer and respond to

the needs of the learners as channelled by the parents. While this interaction is

important in identifying the feedback of the students regarding learning delivery,

this can provide points for improvement on the delivery of the learning through

online platform. This may further provide insights to the school management re-

garding curriculum management and its delivery to the students.

Lipa City Colleges 46

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
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 According to Wright (2015), as face-to-face interaction between student

and instructor is not present in online learning environments, it is increasingly im-

portant to understand how to establish and maintain social presence in online

learning. "Student-Teacher Interaction in Online Learning Environments" pro-

vides successful strategies and procedures for developing policies to bring about

an awareness of the practices that enhance online learning. This reference book

provides building blocks to help improve the outcome of online coursework and

discusses social presence to help improve performance, interaction, and a sense

of community for all participants in an online arena.

In the meantime, the said group of respondents assessed the item in-

crease teacher -to-student interaction and discussion to a great extent with the

least weighted mean of 3.20 and the least rank of 5. This was similar to the infer-

ence for the responses of the school heads. It can be concluded from the forego-

ing that the teachers and the school heads have common perception that in-

creasing teacher and student interaction is not a primordial aspect in the blended

learning owing to differentiated techniques and modalities in the execution.

Based on the study of Castroverde & Acala (2021), teachers encounter

different challenges in the implementation of modular distance learning modality.

These challenges were identified based on how teachers plan and prepare the

modules, deliver, collect, monitor students’ performance, check and evaluate stu-

dents’ outputs, as well as on how they provide feedback to students.

Lipa City Colleges 47

10 G.A. Solis St., Lipa City Batangas
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 Furthermore, the said group of respondents judged the items increase

teacher -to-student interaction and discussion, and create online quizzes and ac-

tivities which can be monitored in real-time with the least and equal weighted

means of 3.25 and equal ranks of 4.5. Based on these premises, it was known

that assessment tools which can be accessed through contemporary style such

as Google Forms and through Learning Management Systems (LMS) are of least

priority among teachers since there are other blended learning methodologies by

which this can be administered. There is lesser extent of focus and utilization re -

garding this aspect of online learning and the selection other alternative modes

may have already been done.

Writing in blended learning methods, Lukarov (2019) it was noted that with

this modality combining online educational materials and opportunities for inter-

action online with traditional place-based classroom methods, it may allow com-

bination of different techniques across instruction, assessment and application.

Thus, it is not limited to only one technique or strategy to interact with the learn -

ers.

The composite means of 3.44 for the school heads and 3.39 for the teach-

ers inferred that online learning mode of delivery was implemented to a very

great extent on blended learning modalities. With the composite mean, it can be

inferred that the school integrates printed modules and online learning to deliver

learning to the students. It further entails that even blended learning models can

be blended together and many implementations use some, many, or even all of

Lipa City Colleges 48

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 these as dimensions of larger blended learning strategy. Blended learning meth -

ods can also result in high levels of student achievement more effective than

face-to-face learning. By incorporating online learning, into class projects, com-

munication between lecturers and part-time students has improved, and students

were able to better evaluate their understanding of course material via the use of

"computer-based qualitative and quantitative assessment modules".

1.3 In Terms of Learning Resources.

Table 3

Extent of Assessment of the School Heads and Teachers on the Implemen-

tation of Blended Learning Modality of Selected Schools Lipa City in Terms

of Learning Resources

Items School Heads Teachers

WM VI R WM VI R

Printed Modular

1. Appropriate selection of lesson 2.60 GE 3 3.30 VGE 2.5

content

2. Complete and appropriate learn- 3.00 GE 1 3.33 VGE 1

ing activities

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 3. Additional reference/ supplemen- 2.60 GE 3 3.30 VGE 2.5

tary materials for distribution

4. Availability of supplies needed to 2.60 GE 3 3.25 VGE 4

prepare and print the learning mod-

ules

5. Quality assurance in the design 2.40 GE 5 3.18 GE 5

and development of modules

Composite Mean 2.64 GE 3.27 VGE

Online Mode of Delivery

1. Access to the internet connectivity 3.20 GE 1.5 3.08 GE 3

2. Quality of connection at the school 2.60 GE 5 2.75 GE 5

3. Availability of digital device/s such 3.00 GE 3.5 3.33 VGE 1

as laptops, tablets, smartphones,

and desktop computers to access

the lessons

4. Availability of various online tools 3.00 GE 3.5 3.18 GE 2

and resources to differentiate in-

struction

3.20 GE 1.5 3.30 GE 4

5. Easy-access to educational plat-

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10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 form like DepEd Commons and

LRDMS.

Composite Mean 3.00 GE 3.13 GE

Legend: 3.25 - 4.00, Very Great Extent (VGE) WM = Weighted Mean

2.50 – 3.24, Great Extent (GE) VI = Verbal Interpretation

1.75 – 2.49, Some Extent (SE) R = Rank

1.00 – 1.74, Very Little Extent (VLE)

As presented in the Table 3, in terms of printed modular learning re-

sources, the school head-respondents rated complete and appropriate learning

activities to a great extent as evidenced by the highest obtained weighted mean

of 3.00 and highest rank so 1. With regard to the teacher-respondents, they eval-

uated to a very great extent complete and appropriate learning activities to a

great extent which yielded the highest weighted mean of 3.33 and the highest

rank of 1.

In the white paper of Indiana University (n.d.) regarding evaluating printed

instructional materials, completeness is an important consideration. When evalu-

ating instructional materials consider the extent to which each is interesting, ap-

proachable, and engaging. Aside from this, the parts which are essential to learn-

ing must be given to the students to grasp the insights relevant to text such as

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 images, charts, diagrams, audio, video, or interactive activities. The quality and

of the scan or photocopied material must be good enough that it can be easily

read with all the pages necessary. On top of this, materials must be written at an

appropriate reading level for the students to ensure more engaged students with

the materials provide for learning.

Contrary wise, the said group of respondents figured quality assurance in

the design and development of modules to a great extent with the least weighted

mean of 2.40 and the least rank of 5. Meanwhile, the teachers rated quality as-

surance in the design and development of modules to a great extent with the

least weighted mean of 3.18 and least rank of 5. This implies that among the

school heads, the consideration with the least expanse of attention is the proce-

dural aspect of quality assurance. While the materials published are based on

approved and standardized teaching strategies by the Department of Education,

the printed modules are presumed to have been a product of rigorous review and

analysis prior to distribution. The control the DepEd is having over the materials

is sufficient to guarantee the quality of content curated in the learning modules of

the students.

In contrast with the empirical results, it was identified by Mutiara et al.

(n.d.) that the learning materials go through a systematic quality assurance

mechanism in each stage of design, development and production, in order to en-

sure that distance students have high quality learning materials for use in their

autonomous and independent as well as structured and guided learning activities

Lipa City Colleges 52

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
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 through a systematic quality assurance mechanism in each stage of design, de-

velopment and production, in order to ensure that distance students have high

quality learning materials for use in their autonomous and independent as well as

structured and guided learning activities throughout the course of their learning

endeavour at a distance.

The composite mean scores of 2.64 for the school heads and 3.27 for the

teachers generalized that learning resources of printed modules were imple-

mented to a great extent and to a very great extent, respectively on blended

learning modalities. This means that on the modular and self-paced component

of learning resources, the educators and educational administrators have ex-

pressed significant attention to the development of learning resource which un-

derscores the needs of the students. It follows main highlights such as complete-

ness and appropriateness of the materials.

Focusing on these criteria, Indiana University (n.d.) further noted that in-

structional materials should be appropriate for the age, emotional and social de-

velopment, and ability level of the students for whom the materials are selected.

Instructional materials should be diverse with respect to levels of difficulty, reader

appeal, and should present a variety of points of view. Furthermore, other chal-

lenges addressed by the quality of the learning materials were short attention

span, lack of conducive learning environment, poor time management skills, lan-

guage and comprehension barriers, and lack of fundamental computer/digital

Lipa City Colleges 53

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
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 skills including the ability to navigate various educational platforms and devices

(Tungol, 2021).

As for the online mode of delivery of learning resources, the school heads

assessed the items access to the internet connectivity, and easy-access to edu-

cational platform like DepEd Commons and LRDMS to the great extent which

got the highest equal weighted means of 3.20 and the highest ranks of 1.5. As

regards online education, learning resources are mainly identified by school

heads to rely on internet access and convenience of retrieving information from

the DepEd sanctioned portals or own LMS by the school.

To retierate, Fabito et al., (2020) revealed that one of the three barriers

and challenges that students encountered in online learning was a good internet

connection. Another related concept from Casillano (2019) indicated that only a

minimum of the students has internet access thus impeding them to access the

e-learning platform. In another study, poor students do not own laptops and

desktop computers and have limited internet connections (Cleofas & Rocha,

2021).

Meanwhile, the group of teacher-respondents evaluated the item quality of

connection at the school to a great extent with the least weighted mean of 2.60

and the least rank of 5. Also, the group of teacher- respondents adjudged the

item quality of connection at the school to a great extent with the least weighted

mean of 2.75 and rank of 5. It is not only a problem on the part of the students to

connect to online classes and virtual engagement conferences, but also to the

Lipa City Colleges 54

10 G.A. Solis St., Lipa City Batangas
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 teachers. It is equally burdensome for them to establish their connection so they

can facilitate the online class of the students.

In the deliberation of the members of the House of Representatives, it was

noted that the the country’s internet connection, considered a basic necessity

during the COVID pandemic, is still too slow. Accordingly, Philippines ranked the

“second slowest” in internet speed among the 10-member Association of South -

east Asian Nations (ASEAN), and 110th among 139 countries. It makes it difficult

for the students and teachers in the educational community to have productive

hours and greater learning experiences due to this dilemma.

For the teacher-respondents, they rated the item availability of digital de-

vice/s such as laptops, tablets, smartphones, and desktop computers to access

the lessons to a very great extent which obtained the highest weighted mean of

3.33 and the highest rank of 1. This empirical finding focused on the portability

and accessibility of the learning resources which are used in teaching for easier

and convenient access when shared to students through screen, email or

through the LMS. It can be noted that improved access on the devices of the ma-

terials can lessen the hassle felt by teachers in transferring or sharing the learn-

ing resources across various users of the materials.

According to Pappas (2016) focusing on the use of various devices in

teaching and using learning materials, it was reported that availability and com-

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10 G.A. Solis St., Lipa City Batangas
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 patibility of devices are integral aspects of the eLearning design and develop-

ment process, especially if the schools or the educators have a large audience

and a great deal of subject matter to deliver. Once a teacher upload the eLearn-

ing course materials onto the LMS and publish them, the audience has unlimited

access to the information they need. Even those who are on the go can login to

the eLearning platform via their smartphones and tablets, so that they do not

have to wait until their next online training session to develop skills and perfect

work-related tasks.

The composite means of 3.00 for the school heads and 3.13 for the teach-

ers signified that online mode of delivery of learning resources was implemented

to a great extent on blended learning modalities. In this context, the composite

mean scores provides evidence for the necessity of enhancing the content and

delivery of online learning resources to optimize the learning experiences of both

students and the teachers. The convenience and availability factors are neces-

sary to ensure the capacity of the system to integrate its learning resources for

the utilization of the stakeholders.

It was noted by Winaldi et al. (2020) that the COVID-19 Pandemic is an

adaptive and transformative challenge, one for which there is no pre-configured

playbook that can guide appropriate responses. The overall goal of this series is

to facilitate the rapid design process and implementation of adaptive responses

to the emerging education challenges, and to protect young people’s educational

opportunities during and following the pandemic. Although students with access

Lipa City Colleges 56

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 to digital devices and internet may not be the majority in most countries, support-

ing governments in establishing effective forms of online education will free up in-

stitutional capacities and resources in order to redirect their focus on delivering

alternative learning methods for those students who do not have similar opportu-

nities.

1.4 In Terms of Assessments.

Table 4

Extent of Assessment of the School Heads and Teachers on the Implemen-

tation of Blended Learning Modality of Selected Schools Lipa City in Terms

of Assessment

Items School Heads Teachers

WM VI R WM VI R

Printed Modular

1. Using of rubrics to assess learning 3.20 GE 5 3.40 VGE 3

outcomes

2. Checking and evaluating students’ 3.80 VGE 1 3.58 VGE 1

answers in the modules

3. Timely and appropriate monitoring 3.60 VGE 3 3.35 VGE 4

and feedback for consultation and in-

tervention

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 4. Assessing the learning progress 3.60 VGE 3 3.53 VGE 2

through summative exercises and

performance tasks.

5. Making some interventions when 3.60 VGE 3 3.33 VGE 5

necessary with the use of Individual

learning Monitoring Plan

Composite Mean 3.56 VGE 3.44 VGE

Online Mode of Delivery

1. Regularly reviewed and updating 3.00 GE 2 3.45 VGE 2

of assessment

2. Get students involved in assess- 2.80 GE 3.5 3.40 VGE 3

ing their learning

3. Increased opportunities for learn- 2.80 GE 3.5 3.35 VGE 4.

ers to act on feedback 5

4. Use available additional assess- 3.20 GE 1 3.48 VGE 1

ment tools (e.g,. quiz, activities).

5. Test to be conducted in a time-re- 2.60 GE 5 3.35 VGE 4.

stricted manner with the learners be- 5

ing monitored live via applicable on-

line platform (e.g. via zoom)

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 Composite Mean 2.88 GE 3.41 VGE

Legend: 3.25 - 4.00, Very Great Extent (VGE) WM = Weighted Mean

2.50 – 3.24, Great Extent (GE) VI = Verbal Interpretation

1.75 – 2.49, Some Extent (SE) R = Rank

1.00 – 1.74, Very Little Extent (VLE)

As seen in the Table 4, in terms of printed modular assessment, the

school head-respondents decided the item checking and evaluating students’ an-

swers in the modules to a very great extent as shown by the highest computed

weighted mean of 3.80 and highest rank so 1. For the teacher-respondents, they as-

sessed the item checking and evaluating students’ answers in the modules to a very

great extent which made the highest weighted mean of 3.58 and the highest rank of 1.

These results from both the teachers and the school heads support that

effective assessment in the printed modules should focus on being able to see

the actual improvement on the students’ progress through the weekly According

to submissions of the modules they have studied on their own pace. Although

one of the problem arises when the parents themselves or relatives at home

were the ones who answered the modules and the assessments therein.

According to the National Council for State Supervisors for Languages,

the modules provided to the students are considered traditional assessments

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 which used paper and pen. Essentially, these assessments are easy to grade,

but only test isolated application, facts, or memorized data at lower-level thinking

skills. Traditional assessment provides good evidence of what a language learner

actually can do with the language.

On the other hand, the said group of respondents answered the item using

of rubrics to assess learning outcomes to a great extent with the least weighted

mean of 3.20 and the least rank of 5. As for the school heads, it can be learned

that using grading rubrics are necessary for printed modules. This particularly ap-

plies to performance-based activities or programs which are done by the stu-

dents beyond the set of materials given to them.

In the same material, the National Council for State Supervisors for Languages

reiterated that performance assessments include authentic assessments, alternative as-

sessments, and integrated performance assessments. Learners must use more com-

plex, higher-order thinking skills. They must reason, problem-solve, or collaborate with

others to produce individual responses. Rubrics, provided ahead of time so learners

know their expectations, are used to evaluate students on multiple competency levels.

Moreover, the said group of respondents judged the item making some in-

terventions when necessary with the use of Individual learning Monitoring Plan to

a very great extent with the least weighted mean of 3.33 and least rank of 5. This

implies that the propensity of conducting interventions or remedial which are spe-

cialized or personalized for the learners are not very much achievable with the

Lipa City Colleges 60

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 COVD-19 pandemic situation. This entails greater need for particularly designing

a suitable activity or program for a learner.

In terms of online mode of delivery of assessment, the school heads rated

the item use available additional assessment tools (e.g,. quiz, activities) to the

great extent which yielded the highest weighted mean of 3.20 and the highest

rank of 1. With respect to the teacher-respondents’ assessment, they rated the

item use available additional assessment tools (e.g,. quiz, activities) to a very

great extent which obtained the highest weighted mean of 3.48 and the highest

rank of 1.

From the foregoing results, it was identified that it was common for teach-

ers and school heads to identify the practicality of using supplemental assess-

ment mechanisms such as quizzes and activities on top of the planned assess-

ments. This will ensure the coverage of the competencies necessary to be ob-

served from the learners following the content and performance standards.

This is parallel to the findings of Dangle & Sumaoang (2020) that there is

need for the teachers should re-evaluate the modules, and they must make sure

that all the lessons or activities are appropriate to the needs of the learners. The

parents, as well as the students, are right; the instructions in every exercise must

be clear enough for the learners to understand. The topics must be simplified,

and teachers must give more examples. Moreover, all the printed pictures in the

modules should be clear.

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 On the contrary, the said group of respondents evaluated the item test to

be conducted in a time-restricted manner with the learners being monitored live

via applicable online platform (e.g. via zoom) to a great extent with the least

weighted mean of 2.60 and the least rank of 5. Furthermore, the said group of re-

spondents graded the items increased opportunities for learners to act on feed-

back, and test to be conducted in a time-restricted manner with the learners be-

ing monitored live via applicable online platform (e.g. via zoom) with the least and

equal weighted means of 3.35 and equal ranks of 4.5.

This key area on the lower mean scores reflect that both the educators

and educational administrators have observed that monitoring of the students in

the applicable platforms is not as necessary as other indicators of assessments.

With the difficult situations of adjustments and embracing changes to the delivery

of instruction, the students are favored with utmost consideration and determin-

ing how learning can be improved rather than the student behavior can be ob-

served while attending online classes.

The composite means of 3.56 for the school heads and 3.44 for the teach-

ers concluded that learning assessment of printed modules was implemented to

a very great extent on blended learning modalities. Meanwhile, the composite

means of 2.88 for the school heads and 3.41 for the teachers inferred that online

mode of delivery of assessment was implemented to a great extent and very

great extent on blended learning modalities.

Lipa City Colleges 62

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 2. Challenges Encountered by School Heads and Teachers in the Imple-

mentation of the Blended Learning Modality.

Tables 5 – 8 display the assessment of the school heads and teachers on

the challenges they encountered in the implementation of blended learning

modality.

2.1 In Terms of Curriculum Management

Table 5

Challenges Encountered by School Heads and Teachers in the Implementa-

tion of the Blended Learning Modality in Terms of Curriculum Management

Items School Heads Teachers

WM VI R WM VI R
1. Not ready to adapt new changes 2.20 D 3 2.30 D 2
2. Lack of basic computer/digital 2.40 D 1 2.20 D 4.
skills 5
3. No training on how to create a 2.20 D 3 2.25 D 3
quality type of learning modules
4. Inadequate professional develop- 2.00 D 5 2.20 D 4.
ment and training in ICT 5
5. Difficult to cope with new teaching 2.20 D 3 2.38 D 1
and technology skills.
Composite Mean 2.20 D 2.27 D

Legend: 3.25 - 4.00, Strongly Agree (SA) WM = Weighted Mean

2.50 - 3.24, Agree (A) VI = Verbal Interpretation

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 1.75 - 2.49, Disagree (D) R = Rank

1.00 - 1.74, Strongly Disagree (SD)

As shown in Table 5, the school head-respondents disagreed on lack of

basic computer/digital skills as evidenced by the highest obtained weighted mean

of 2.40 and highest rank of 1. It can be understood from these findings that one

primordial difficulty regarding curriculum management in the course of blended

learning implementation is the adjustment in the ICT skills needed to be acquired

by the teachers who were used to the traditional mode of teaching inside the four

corners of the classroom.

In this regard, the educational system can considers the adequacy of

training to provide teachers with the opportunities and tools to have complete and

appropriate content on the online platform. The school should also have institu-

tionalized the training and updating of teachers to be more technologically adept.

Meanwhile, the teachers should also have access to device/s and connectivity at

the school (DepEd Order, No. 13 s.2020).

Meanwhile, the group of the school heads disagreed on inadequate pro-

fessional development and training in ICT with the least weighted mean of 2.00

and the least rank of 5. It means that they believe they were able to provide ade-

quate and sufficient training programs to onboard the teachers to this new modal-

ity of learning. This may include In-service trainings (INSET) which were regularly

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 made to anchor and standardize the process by which the teachers deliver their

lessons based on the Deped K to 12 Basic Education curriculum.

On the part of the teacher-respondents, they disagreed on difficult to cope

with new teaching and technology skills which yielded the highest weighted mean

of 2.38 and the highest rank of 1. On the contrary, the said group of respondents

disagreed on lack of basic computer/digital skills, and inadequate professional

development and training in ICT with the least equal weighted means of 2.20 and

least ranks of 4.5.

For both the teachers and the school heads, they agreed that there is diffi-

culty in adapting to the introduced changes in the modality. While teachers are

engaged in a profession that requires flexibility, it is considerable to report that

the educators are equipped with the personal growth initiatives and resilience re-

garding their capacity to learn new things for the spirit of continuing learning of

the stakeholders of the school.

In summary, the results of Marquez et al. (2021) revealed that the per-

sonal growth initiatives of the teachers in DepEd Balayan East District is founded

on their tendency to have intentional behavior to embrace change and develop

themselves. This allows the teachers to position themselves to grow personally

and professionally for their career and in their pursuit to fulfill their commitment to

their duty and vocation. In terms of resilience, the teachers have a positive extent

on their personal control and hardiness on the challenges brought about by the

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 problems and calamities. Their motivation is the positive mindset that allows

them to investigate stressful circumstances as opportunities for growth and de-

velopment.

The composite means of 2.20 for the school heads and 2.27 for the teach-

ers generalized that the respondents disagreed on the challenges they encoun-

tered on curriculum management during the implementation of blended learning

modalities. This presents valid inference on the relative presence of challenges

or difficulties in the curriculum management amid the pandemic for the imple-

mentation of blended learning.

2.2 In Terms of Learning Delivery.

Table 6

Challenges Encountered by School Heads and Teachers in the Implementa-

tion of the Blended Learning Modality in Terms of Learning Delivery

Items School Heads Teachers

WM VI R WM VI R
Printed Modular
1. Late claiming of modules 2.80 A 2.5 2.80 A 3
2. Irresponsible students and par- 2.60 A 4.5 2.65 A 4
ents
3. Personal delivery of modules may 3.20 A 1 3.05 A 1
cause health-risks
4. Support is difficult to achieve from 2.60 A 4.5 2.58 A 5
parents.
5. Failure to follow the schedule set 2.80 A 2.5 2.85 A 2
for the submission of modules

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 Composite Mean 2.80 A 2.79 A
Online Mode of Delivery
1. Lack of student interaction 2.80 A 2.5 2.50 A 1
2. Fear and discomfort with technol- 2.60 A 4.5 2.45 D 2
ogy
3. Unfamiliar with the use of technol- 3.20 A 1 2.33 D 5
ogy
4. Lack of technical support when 2.60 A 4.5 2.40 D 4
problems occur
5. Can’t sustain students’ engage- 2.80 A 2.5 2.43 D 3
ment in the online learning
Composite Mean 3.44 A 2.42 D

Legend: 3.25 - 4.00, Strongly Agree (SA) WM = Weighted Mean

2.50 - 3.24, Agree (A) VI = Verbal Interpretation

1.75 - 2.49, Disagree (D) R = Rank

1.00 - 1.74, Strongly Disagree (SD)

As shown in the Table 6, in terms of the challenges encountered by the

school heads and teachers on printed modular learning delivery, the school

head-respondents agreed on personal delivery of modules may cause health-

risks as shown by the highest weighted mean of 3.20 and highest rank so 1. This

implies that for the school heads and teachers, it would pose additional burden

for the school personnel to physically bring the modules which equally proposes

health and safety risks of contracting the virus. This goes without saying that in-

creased interactions with the stakeholders from various sources may increase

the peril of acquiring the virus.

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 On the contrary, the first group of respondents also agreed on irresponsi-

ble students and parents, and support is difficult to achieve from parents with the

least equal weighted means of 2.60 and least ranks of 4.5. For the school

heads, it is not necessarily a challenge in the delivery to deal or interact with

stakeholders who are not informed or instructed well. For them, it is a duty and

obligation for the school personnel as servants of the students and parents to

provide clear and usable guidelines to achieve an effective and efficient delivery.

According to Winaldi et al. (2020), the challenge in distributing modules to

the students for Mathematics subject is known to have disparity as regards fol-

lowing directions. However, verbal explanations can cure this lapse among the

individuals to avoid problems regarding the distribution. This would ensure that

the materials were correctly utilized by the students in view of the correct guide-

lines and instructions necessary to have a standardized assessment and check-

ing afterwards.

Contrary wise, the group of teachers also disagreed on support is difficult

to achieve from parents with the least weighted mean of 2.58 and least rank of 5.

This is homogenous to the observations of the school heads as this must not be

a recognized problem as their duty is to cure ignorance of the students and/or the

parents out of not knowing clear instructions on the policies and internal proce-

dures required to execute the task or use the learning material.

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 With regard to the challenges encountered by the school heads and

teachers on online learning mode of delivery, the school heads agreed on unfa-

miliar with the use of technology which garnered the highest weighted mean of

3.20 and the highest rank of 1. Regarding online modality, it was consistently

identified in the findings that the central challenge includes lack of familiarity with

the ICT tools or the technological platforms which both the teachers and the stu -

dents must get accustomed to. This underscores the rationale that this setup is

for observance in indefinite period while this pandemic is still yet to be combatted

fully.

In the meantime, the said group of respondents agreed on fear and dis-

comfort with technology, and lack of technical support when problems occur with

the least equal weighted means of 2.60 and the least ranks of 4.5. On the part of

the teacher-respondents, they also agreed on lack of student interaction which

gained the highest weighted mean of 2.50 and the highest rank of 1.Furthermore,

the said group of respondents disagreed on unfamiliar with the use of technology

with the least weighted mean of 2.33 and least rank of 5.

The composite means of 2.20 for the school heads and 2.27 for the teach-

ers inferred that the respondents disagreed on the challenges they encountered

on learning delivery of printed modules during the implementation of blended

learning modalities. Meanwhile, the composite means of 3.44 for the school

heads and 2.42 for the teachers implied that the respondents agreed and dis-

agreed, respectively on the challenges they encountered on online learning

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 mode of delivery during the implementation of blended learning modalities. It

means that in the two facets of blended learning there were substantial extent of

challenges regarding novelty of the process of delivering materials.

Essentially, Benson, Joseph, & Moore (2017) in their study mentioned that

the primary goal of technology in the field of education is to achieve a better un-

derstanding of learners, reach the actual integration, and activate the connection

between culture, education, and technology in an attempt to transform education

into a more comprehensive, fair and powerful field to achieve true integration of

the learner to the maximum of his abilities.

2.3. In Terms of Learning Resources.

Table 7

Challenges Encountered by School Heads and Teachers in the Implementa-

tion of the Blended Learning Modality in Terms of Learning Resources

Items School Heads Teachers

WM VI R WM VI R
Printed Modular
1. Lack of printing materials/scarcity 2.40 D 4.5 2.48 D 5
of supplies
2. Expensive reproduction of printed 2.40 D 4.5 2.58 A 4
materials.
3. Takes so much time to prepare 3.00 A 1 3.23 A 1
and print the modules

4. Errors in modules due to rushed 2.80 A 2 2.73 A 3

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 preparations
5. Insufficient time and assistance in 2.60 A 3 2.90 A 2
preparing and printing the modules
and additional learning materials
Composite Mean 2.64 A 2.78 A
Online Mode of Delivery
1. Lack or limited access to the inter- 3.00 A 1.5 2.83 A 1
net.
2. Limited access to the computer, 3.00 A 1.5 2.65 A 2.5
laptops, and other gadgets.
3. Use of technology is “time-con- 2.40 D 5 2.65 A 2.5
suming” in preparing materials.
4. Poor maintenance of available or 2.60 A 4 2.63 A 4.5
existing ICT resources
5. Lack of technical support when 2.80 A 3 2.63 A 4.5
problems occur
Composite Mean 2.76 A 2.68 A

Legend: 3.25 - 4.00, Strongly Agree (SA) WM = Weighted Mean

2.50 - 3.24, Agree (A) VI = Verbal Interpretation

1.75 - 2.49, Disagree (D) R = Rank

1.00 - 1.74, Strongly Disagree (SD)

As gleaned in the Table 7, as for the challenges encountered by the

school heads on printed modular learning resources, the school heads agreed on

takes so much time to prepare and print the modules which got the highest

weighted mean of 3.00 and the highest rank of 1. This follows an empirical infer-

ence that school heads observed the rigorous effort of the school personnel in

the reproduction and photocopying of the materials prior to the weekly distribu-

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 tion. The voluminous materials being copied and sorted on a weekly basis is a

challenge on the part of teachers and other support staff of the school.

This is in contrast to the identified disagreement on lack of printing materi-

als/scarcity of supplies, and expensive reproduction of printed materials with the

least equal weighted means of 2.40 and the least rank of 4.5. This is particularly

reimbursable from the funds and budget allocation of the school and would not

be on the personal expense of any staff of the school. It was known from DepEd

policies and memorandum orders that school’s administration of the self-paced

modules is chargeable on the appropriation of the funds per Schools Division.

For the teacher-respondents, they agreed on takes so much time to pre-

pare and print the modules which obtained the highest weighted mean of 3.23

and the highest rank of 1. (Explain this finding and support it with related litera-

tures and studies from Chapter 2). Moreover, the said group of respondents dis-

agreed on lack of printing materials/scarcity of supplies with the least weighted

mean of 2.48 and rank of 5.

In terms of the challenges encountered on printed modular learning re-

sources, the school head-respondents agreed on lack or limited access to the in-

ternet, and limited access to the computer, laptops, and other gadgets as evi-

denced by the highest obtained equal weighted means of 3.00 and highest ranks

so 1.5. Essentially, ICT is found to have vital potential in increasing students’

achievement and enriching teachers’ skills; however, lack of training, equipment,

and skill limit its success. Confidence, competence, and accessibility have been

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 critical ingredients to effectively blend ICT into the teaching and learning process

(Habibu, Al Mamun, & Clement, 2012).

Contrary wise, the said group of respondents disagreed on use of technol-

ogy is “time-consuming” in preparing materials with the least weighted mean of

2.40 and the least rank of 5.

With regard to the teacher-respondents, they agreed on lack or limited ac-

cess to the internet which yielded the highest weighted mean of 2.83 and the

highest rank of 1. The said group of respondents agreed on poor maintenance of

available or existing ICT resources, and lack of technical support when problems

occur with the least equal weighted means of 2.63 and least ranks of 4.5. This is

supported by the related studies provided in Fairlie (2004) & Jones et al. (2009)

that the lack of access to educational technologies and innovations (sometimes

termed the digital divide) continues to be a challenge with novel educational tech-

nologies.

The composite means of 2.64 for the school heads and 2.78 for the teach-

ers generalized that the respondents agreed on the challenges they encountered

on the printed modular learning resources on blended learning modalities. Mean-

while, the composite means of 2.76 for the school heads and 2.68 for the teach-

ers generalized that the respondents agreed on the challenges they encountered

on the online mode of delivery of learning resources on blended learning modali-

ties.

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 2.4. In Terms of Assessments.

Table 8

Challenges Encountered by School Heads and Teachers in the Implementa-

tion of the Blended Learning Modality in Terms of Assessment

Items School Heads Teachers

WM VI R WM VI R
Printed Modular
1. Lack or limited access to the inter- 2.60 A 3.5 2.63 A 5
net.
2. Limited access to the computer, 2.60 A 3.5 2.65 A 4
laptops, and other gadgets.
3. Use of technology is “time-consum- 3.00 A 1.5 2.95 A 2
ing” in preparing materials.
4. Poor maintenance of available or 2.40 D 5 2.85 A 3
existing ICT resources
5. Lack of technical support when 3.00 A 1.5 2.98 A 1
problems occur
Composite Mean 2.72 A 2.81 A

Legend: 3.25 - 4.00, Strongly Agree (SA) WM = Weighted Mean

2.50 - 3.24, Agree (A) VI = Verbal Interpretation

1.75 - 2.49, Disagree (D) R = Rank

1.00 - 1.74, Strongly Disagree (SD)

As gleaned in Table 8, in terms of the challenges encountered by the

school heads on assessment during the implementation of blended learning

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 modality, they agreed on Use of technology is “time-consuming” in preparing ma-

terials, and lack of technical support when problems occur with the highest equal

weighted means of 3.00 and equal ranks of 1.5. On the part of the teacher-re-

spondents, they agreed on lack of technical support when problems occur which

gained the highest weighted mean of 2.98 and the highest rank of 1.

From the foregoing, it was known that the school heads and teachers

identify support from the time-consuming efforts of both modular and virtual en-

gagements from the school. It is parallel to the principles of the BE-LCP is to

“protect the health, safety, and well-being of learners, teachers, and personnel,

and to prevent the further transmission of COVID-19” and to “ensure learning

continuity through K-12 curriculum adjustments, alignment of learning materials,

implementation of multiple learning delivery modalities, and providing corre-

sponding teacher and parent/guardian training.” (Malipot, 2021).

On the other hand, the school heads disagreed on poor maintenance of

available or existing ICT resources with the least weighted mean of 2.40 and

least rank of 5. Conversely, the teachers also agreed on lack or limited access to

the internet which garnered the least weighted mean of 2.63 and least rank of 5.

The composite means of 2.72 for the school heads and 2.81 for the teach-

ers generalized that the respondents agreed on the challenges they encountered

on assessment during the implementation of blended learning modalities. This

presents an inference that there are recognized challenges and difficulties in the

implementation of blended learning as regards the assessment component.

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 It must be reiterated that sustained interactions between students and in-

structors are the cornerstone of effective online learning. The instructor may in-

teract with students on different course-related discussion forums, periodic live

(and recorded) webinar sessions, instant messaging within the course, instructor

podcasts, and other learning activities. In addition, instructors provide students

with written and/or voice/video thread feedback on all student coursework sub-

missions. Students participate in the learning process by contributing to online

discussions, requesting and sharing course materials, and sending course-re-

lated questions to the instructor (Tulane University, 2021).

3. Coping Strategies of Teachers with the Challenges Encountered in the

Implementation of Blended Learning.

From the qualitative responses of the school heads and educators regard-

ing their coping strategies with the challenges encountered in the implementation

of blended learning, the responses were analyzed using thematic analysis to il-

lustrate the underscoring

Modality Transcript Emerging Sub-Cate- Categories Theme

Concepts gories

Printed Teachers work not Extended Time Man- Behavior Resources

Modular only during school Hours of agement Utilization
Distance days but also at Work
Learning night and on week-
Modality ends to finish the
tasks.

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 Giving extra time to
print the needed
modules.

It eats much of our

time to print mod-
ules.

Attending different Extended Team Man- Collabora-

webinars Support- agement tion
seeking
Asking the assis-
tance of principals,
co-workers and par-
ents

By means of in-
structional supervi-
sion

Online Dis- Teachers should Embracing Adaptation Resilience Flexibility

tance Learn- accept changes Change
ing Modality
Teachers are
known to be flexi-
ble, reourceful and
adaptable

Accept and adjust

to the new normal

Attending webinars Familiarizing Learning Innovation

about ICT Technology

The teacher contin-

ues to learn about
ICT in order to bet-
ter implement online
learning

be patient enough
on the internet con-
nectivity

It can be gleaned from the table that the coping mechanisms of the teach-

ers and the school heads regarding their coping mechanism on the modular

learning is founded on resource utilization which integrates the physical

supplies , time and support that they can get from the school. The main themes

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 that were identified from the qualitative responses involved management of their

time and the team to make a culture of diligent behavior in preparing the learning

materials and the collaboration among the school personnel to achieve one and

united learning delivery.

As regards online distance learning modality, it was identified that the

theme is coping through flexibility. By this theme, it was identified from the re-

sponses that the teacher and the school in general has resilience and innovation

on their deliverables for online learning which entails adapting from this new

modalities of delivering learning and acquiring new insights and learning to exe-

cute ICT skills which are very much relevant in the utilization of the contemporary

platform. Familiarizing with the educational technologies and recognizing that

these changes are necessary apart from the traditional pedagogy.

4. Difference Between the Assessment of the School Head and Teacher-Re-

spondents on the Implementation of Blended Learning Modalities and the

Challenges Encountered.

Table 9

Difference Between the Assessment of the School Head and Teacher-Re-

spondents on the Implementation of Blended Learning Modalities and the

Challenges Encountered

Variables Compared t– p-value Decision Interpretation

value

Implementation of Blended Learning Modalities

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 Curriculum Management 2.24 0.03031 p<0.05, Reject Ho Significant

Learning Delivery:

Printed Modular 0.25 0.80378 p>0.05, Failed to Reject Ho Not Significant

Online Mode of Delivery 0.18 0.85800 p>0.05, Failed to Reject Ho Not Significant

Learning Resources:

Printed Modular 2.04 0.04752 p<0.05, Reject Ho Significant

Online Mode of Delivery 0.39 0.69846 p>0.05, Failed to Reject Ho Not Significant

Assessment:

Printed Modular 0.42 0.67658 p>0.05, Failed to Reject Ho Not Significant

Online Mode of Delivery 2.03 0.04857 p<0.05, Reject Ho Significant

Challenges Encountered in the Implementation of Blended Learning Modalities

Curriculum Management 0.17 0.86581 p>0.05, Failed to Reject Ho Not Significant

Learning Delivery:

Printed Modular 0.05 0.96035 p>0.05, Failed to Reject Ho Not Significant

Online Mode of Delivery 3.24 0.00231 p<0.01, Reject Ho Highly Signifi-

cant

Learning Resources:

Printed Modular 0.43 0.66934 p>0.05, Failed to Reject Ho Not Significant

Online Mode of Delivery 0.23 0.81918 p>0.05, Failed to Reject Ho Not Significant

Assessment: 0.26 0.79610 p>0.05, Failed to Reject Ho Not Significant

As given in the table, when the assessment of the school head and teach-

ers on the challenges they encountered on the implementation of blended learn -

ing modalities, the computed t-values of 2.24 for curriculum management, 2.04

for printed modular learning resources, and 2.03 for online mode of delivering as-

sessment have corresponding p values of less than 0.05, thus rejecting the null

hypothesis.

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 These safely implied that the assessment of the school heads and teach-

ers on the implementation of blended learning modalities in terms of curriculum

management, printed modular learning resources, and online mode of delivering

assessment have significant differences. Based on the foregoing, it can be un-

derstood that while curriculum management entails planning of the educational

standards, it can be well understood by the school administrators compared to

the teachers as the executors and implementers of such curriculum.

This is parallel to Rao (2019) which envisions the role of the school heads

in envisioning the educational system it set forward consistent with the programs

of the Department of Education. Currently, the educational system is trying to

adopt new technologies and explore new paths to reach the goal of quality edu -

cational opportunities for all. Blended Learning is increasingly used to describe

the way e-learning, combined with traditional classroom methods and indepen-

dent study to create a new, hybrid teaching methodology. Blended Learning is an

approach that provides innovative educational solutions through an effective mix

of traditional classroom teaching with mobile learning and online activities for

teachers, trainers, and students.

On the other hand, the assessment of the school heads and teachers on

the other variables on the implementation of blended learning modalities in terms

of printed modular and online mode of learning deliveries, printed modular and

online mode of delivery of learning resources, and assessment have correspond-

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 ing p-values of more than 0.05 which were found to have no significant differ-

ences.

In terms of the challenges encountered by the school heads and teachers

on the implementation of blended learning modalities, the computed t-value of

3.24 for online mode of learning delivery have corresponding p value of less than

0.01, thus rejecting the null hypothesis.

These safely concluded that the assessment of the school heads and

teachers on the challenges they encountered on the implementation of blended

learning modalities in terms of online mode of learning delivery have high signifi-

cant difference. This finding quantitatively infers on the policies of the necessity

to widen the understanding of the school personnel on the effective and efficient

implementation of the proper combination of modular learning integrated or aug-

mented with online distance learning (Pineda, 2020).

Lastly, the assessment of the school heads and teachers on the other

variables on the challenges they encountered on the implementation of blended

learning modalities in terms of curriculum development, printed modular learning

delivery, printed modular and online mode of delivery of learning resources, and

assessment have corresponding p-values of more than 0.05 which were found to

have no significant differences. It boils down to the proper inference that there is

statistical variation on the responses of regarding the blended learning imple-

mentation.

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 5. Relationship on the Assessment of the School Head and Teacher-Re-

spondents in the Implementation of Blended Learning Modality and the

Challenges Encountered.

Table 10

Relationship on the Assessment of the School Head and Teacher-Respon-

dents in the Implementation of Blended Learning Modality and the Chal-

lenges Encountered

Variables Compared r– p-value Decision Interpretation

value

Implementation of Blended Learning Modalities Versus Challenges

Curriculum Management 0.02 0.89625 p>0.05, Failed to Reject Ho Not Significant

Learning Delivery:

Printed Modular 0.06 0.69541 p>0.05, Failed to Reject Ho Not Significant

Online Mode of Delivery 0.10 0.51338 p>0.05, Failed to Reject Ho Not Significant

Learning Resources:

Printed Modular 0.32 0.03212 p<0.05, Reject Ho Significant

Online Mode of Delivery 0.31 0.03823 p<0.05, Reject Ho Significant

Assessment: 0.35 0.01843 p<0.05, Reject Ho Significant

As gleaned in Table 10, when the assessment of the school heads and

teachers on the implementation of blended learning modalities and the chal-

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 lenges they encountered, the computed r-values of 0.32 for printed modular

learning resources, 0.31 for online mode of delivery of learning resources, and

0.35 for assessment have corresponding p-values of less than 0.05, thus reject-

ing the null hypothesis.

These safely generalized that the assessment of the school heads and

teachers on the implementation of blended learning modalities and the chal-

lenges they encountered in terms of printed modular learning resources, online

mode of delivery of learning resources and assessment have significant relation-

ships.

The assessment of the respondents on the implementation of blended

learning modalities and the challenges they encountered in terms of curriculum

management, printed modular and online mode of learning deliveries, and

printed modular and online mode of delivering learning resources were found to

have no significant relationships.

6. What enhancement should be proposed to the school continuity learning

plan in the implementation of blended learning for teachers, parents, and

students?

Based on the results, the proposed program may be founded on their ten-

dency to have intentional behavior to embrace change and develop themselves.

This allows the teachers to position themselves to grow personally and profes-

sionally for their career and in their pursuit to fulfill their commitment to their duty

Lipa City Colleges 83

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 and vocation. In terms of resilience, the teachers have a positive extent on their

personal control and hardiness on the challenges brought about by the problems

and calamities. Their motivation is the positive mindset that allows them to inves-

tigate stressful circumstances as opportunities for growth and development.

These findings have positive implications on the pool of DepEd personnel

who are dedicatedly working on improving oneself to serve the stakeholders of

the Philippine educational system such as the students and their parents. Their

psychological well-being matters as they share a pivotal and significant role in

developing the learners to be prepared for the challenges of the 21st century. So-

ciety counts greatly on the teaching profession as a reflection of the future. The

psychological and mental wellbeing of the teachers should be considered to en-

sure that they are prepared to embrace their responsibilities and moral ascen-

dency in pursuit of quality education amid the adversities particularly the COVID-

19 pandemic.

CONCLUSIONS

In addressing the objectives presented in the current study, the researcher con-

cluded that:

1. The assessment on the extent of implementation of blended learn-

ing reflected positive extent of applicability to both modular and on-

line distance learning in terms of curriculum management, learning

delivery, learning resources and assessment. The primary consid-

erations in the implementation includes training on ICT skills for

Lipa City Colleges 84

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 teachers, completeness and appropriateness of the materials and

rigorous delivery and assessment.

2. There are recognized challenges and problems encountered by the

teachers and school heads in the implementation of blended learn-

ing. To wit, the difficulty in mastering ICT trainings and webinars

and the preparation and production of the learning materials are dif-

ficult aspects on the part of the school personnel.

3. The coping mechanisms of the teachers in dealing with the prob-

lems they have experienced in the implementation of blended

learning includes resource utilization and flexibility for modular and

online distance learning modalities, respectively.

4. There is found considerable significant differences between as-

sessments of the teachers and the school heads regarding the as-

pects of curriculum management, learning delivery and learning re-

sources.

5. There is statistical evidence to conclude that there is significant re-

lationship between the assessment of the implementation of

blended learning of the teachers and the school heads in terms of

learning resources and assessment.

6. The intervention program designed for the teachers are founded on

improving their psychological wellness and paying attention to inter-

Lipa City Colleges 85

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 vention and support to enhance their resilience and adaptability to

the changes introduced by the blended learning.

RECOMMENDATIONS

Based on the results of the study, the following recommendations and interven-

tions are presented by the researchers to the major stakeholders: the teachers of

Schools Division of Lipa City:

1. It is recommended to a school-based team that would promote em-

ployee experience development and engagement among the teach-

ing and non-teaching personnel which focuses on personal growth,

training and development and tracking of their CPD progress

aligned with a learning roadmap designed by the Division of Lipa

City.

2. It is recommended that the faculty members be given access to

guidance and counseling services which may be in form of a tele-

phone consultation with an expert in the field of Guidance and

Counseling. This service may be provided to the faculty members

on demand through an appointment system.

3. It is recommended that peer mentoring may be done regularly to

guide the teachers in their instructional delivery and the related

tasks which are student-facing and parent-facing. This will ensure

Lipa City Colleges 86

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 the readiness of the teachers in dealing with the stakeholders of the

school.

4. It is recommended to future researchers to focus on a more exten-

sive group of samples who are coming from diverse origins in order

to allow diversity of the results and may provide empirical findings

that best illustrate the models of both printed modular and online

distance learning modalities. Different framework or applied

methodology may provide a different or supporting result.

Lipa City Colleges 87

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
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content/uploads/2020/07/DepEd_LCP_July3.pd

APPENDICES

Annex A. Letter to Authorities

HOMER N. MENDOZA
Assistant Schools Division Superintendent
Officer In-Charge
Office of the Schools Division Superintendent
Division of Lipa City
Lipa City, Batangas

Sir:

Lipa City Colleges 100

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 Warmest greetings!

This is to respectfully inform you that I am currently working on a thesis

entitled “THE IMPLEMENTATION OF BLENDED LEARNING MODALITIES IN

SELECTED SCHOOLS IN LIPA CITY: BASIS FOR ENHANCE LEARNING

CONTINUITY PLAN”.” in partial fulfillment of the requirements for the degree of

Master of Arts in Education major in Educational Management at Lipa City Col-

leges.

In line with this, I am humbly asking for your permission and approval to

allow me to conduct the research survey from the School Heads and Intermedi-

ate teachers in the Division of Lipa. Rest assured that any information/ data gath-

ered will be used for research and treated confidentially in accordance with the

“Ethics of Research.”

I earnestly hope that this request merits your favorable approval. Please

accept my sincerest gratitude.

Thank you very much and God Bless!

Respectfully yours,

Lipa City Colleges 101

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 Anna Clarissa S. Tapalla
Researcher
Noted by:

____________________________
Dr. Marebel de la Cruz
Lipa City Colleges
Adviser

Approved:

HOMER N.MENDOZA
Assistant Schools Division Superintendent
Officer In-Charge
Office of the Schools Division Superintendent

Annex B. Letter to School Principal

OCTOBER 2021

Lipa City Colleges 102

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 ____________________

____________________

____________________

Sir/Madam,

Warmest greetings!

I am currently taking Master of Arts in Education at Lipa City Colleges and

is currently conducting a research study entitled “The Implementation of

Blended Learning Modalities in Selected Schools in Lipa City: Basis for En-

hance Learning Continuity Plan”. With regards to this, I will be needing re-

spondents from public schools in Lipa City. Your school has been selected as

one of my respondents. I am humbly requesting your kind approval for me to

conduct the survey to your school. This study aimed to create an action plan to

enhance the existing learning continuity plan of the school and provide better

learning to our dear students through blended learning modality.

As we consider the health protocol implemented by our LGU, the survey

will be done online using Google Forms. The survey would be arranged at a time

convenient to the teacher’s schedule. This survey will be used for academic pur -

poses only. Rest assured that the data to be collected will be kept confidential as

we follow the Data Privacy Act. The names of the respondents and the name of

the school will not appear in any thesis or publications resulting from this study

unless agreed to.

Lipa City Colleges 103

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 Below is the acknowledgement that you agree and allow me to conduct

the mentioned study. Kindly affix your signature to acknowledge your approval.

Your approval to conduct this study will be greatly appreciated. Thank you

in advance for your interest and assistance with this research.

Thank you very much for your cooperation!

Respectfully yours,

Anna Clarissa S. Tapalla

Researcher
Noted by:

___________________________
Dr. Marebel de la Cruz
Lipa City Colleges
Adviser

Approved by:

___________________________ __________________________
Signature over printed name Date
(School Principal)

Annex C . Letter to Teacher

OCTOBER 2021

Lipa City Colleges 104

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 Sir/Madam,

Greetings! I, a Master of Arts in Education student at Lipa City Colleges,

am currently conducting a research survey regarding the topic, “The Implemen-

tation of Blended Learning Modalities in Selected Schools in Lipa City: Ba-

sis for Enhance Learning Continuity Plan”. I am hoping for your cooperative

participation in the research study by completing the survey questionnaire. This

will greatly help me to create an action plan to enhance the school's learning con-

tinuity plan.

In connection with this, I would like to ask for your help to provide the nec-

essary data for my study. The data collected will provide useful information re-

garding the Implementation of Blended Learning Modalities. Rest assured that

the information will be kept confidential.

Your assistance and support will be greatly appreciated in this particular

research endeavor.

Thank you very much for your cooperation!

Respectfully yours,

Lipa City Colleges 105

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 Anna Clarissa S. Tapalla
Researcher
Noted by:

____________________________
Dr. Marebel de la Cruz
Lipa City Colleges
Adviser

Annex D

“THE IMPLEMENTATION OF BLENDED LEARNING MODALITIES IN

SELECTED SCHOOLS IN LIPA CITY: BASIS FOR ENHANCED LEARNING

CONTINUITY PLAN”

Lipa City Colleges 106

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 Survey Questionnaire

Part I. Assessments of school heads and teachers in the implementation of

blended learning modality

A. The following items are assessments of school heads and teachers in the im-

plementation of blended learning modality in terms of curriculum management.

Please assess the extent of your assessment by rating yourself as honestly as

you can.

4 – To a very great extent

3 – To a great extent

2 – To some extent

1 – To a very little extent

Question 1 2 3 4

A. Assessments of school heads and teachers in the implementation of

blended learning modality in terms of curriculum management.
1. Planning of learners’ activities based on the needs
2. Adaption of programs and activities to learners’ needs
3. Attending seminars and trainings to be more technologically
ready
4. Well oriented about the policies and instructions to ensure
that everyone is properly informed and guided
5. Well acquainted with the concept of blended learning and
fully trained and skilled to blend both modes.

Lipa City Colleges 107

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 B. The following items are assessments of school heads and teachers in the im-

plementation of blended learning modality in terms of learning delivery. Please

assess the extent of your assessment by rating yourself as honestly as you can.

4 – To a very great extent

3 – To a great extent

2 – To some extent

1 – To a very little extent

Question 1 2 3 4

B. Assessments of school heads and teachers in the implementation of

blended learning modality in terms of learning delivery.
Printed Modular

1. Key concepts and topics on modules are complete and deep-

ened.
2. Activities and exercises in the modules are suited to the mul-
tiple abilities of learners
3. Instruction is clearly outlined for students and the language
used is simple and understandable.
4. Tasks are simple to complete but still require analysis.
5. The degree of difficulties for different type of learners are
considered
Online mode of delivery

1. Give provision for Online Reading Assessment

2. Increase teacher -to-student interaction and discussion
3. Answer queries of the students and parents thru social media
accounts
4. Create online quizzes and activities which can be monitored
in real-time

Lipa City Colleges 108

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 5. Provide some educational websites or apps that students
can use (e.g. youtube educational videos)

C. The following items are assessments of school heads and teachers in the im -

plementation of blended learning modality in terms of learning resources. Please

assess the extent of your assessment by rating yourself as honestly as you can.

4 – To a very great extent

3 – To a great extent

2 – To some extent

1 – To a very little extent

Question 1 2 3 4

C. Assessments of school heads and teachers in the implementation of

blended learning modality in terms of learning resources.
Printed Modular

1. Appropriate selection of lesson content

2. Complete and appropriate learning activities
3. Additional reference/supplementary materials for distribution
4. Availability of supplies needed to prepare and print the learn-
ing modules

5. Quality assurance in the design and development of modules

Online mode of delivery

1. Access to the internet connectivity

2. Quality of connection at the school

Lipa City Colleges 109

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 3. Availability of digital device/s such as laptops, tablets, smart-
phones, and desktop computers to access the lessons
4. Availability of various online tools and resources to differenti-
ate instruction
5. Easy-access to educational platform like DepEd Commons
and LRDMS.

D. The following items are assessments of school heads and teachers in the im -

plementation of blended learning modality in terms of assessment. Please as-

sess the extent of your assessment by rating yourself as honestly as you can.

4 – To a very great extent

3 – To a great extent

2 – To some extent

1 – To a very little extent

Question 1 2 3 4

D. Assessments of school heads and teachers in the implementation of

blended learning modality in terms of assessment.
Printed Modular

1. Using of rubrics to assess learning outcomes

2. Checking and evaluating students’ answers in the modules
3. Timely and appropriate monitoring and feedback for consul-
tation and intervention
4. Assessing the learning progress through summative exer-
cises and performance tasks.
5. Making some interventions when necessary with the use of
Individual learning Monitoring Plan

Lipa City Colleges 110

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 Online mode of delivery

1. Regularly reviewed and updating of assessment

2. Get students involved in assessing their learning
3. Increased opportunities for learners to act on feedback
4. Use available additional assessment tools (e.g,. quiz, activi-
ties).
5. Test to be conducted in a time-restricted manner with the
learners being monitored live via applicable online platform
(e.g. via zoom)

Part II. Challenges of school heads and teachers encountered in the imple-

mentation of the blended learning modality

The following items are challenges of school heads and teachers encountered in

the implementation of the blended learning modality. Please rate yourself as hon-

estly as you can by using the following scale below.

Lipa City Colleges 111

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 4 – Strongly agree

3 – Agree

2 – Disagree

1 – Strongly disagree

Question 1 2 3 4
Challenges of school heads and teachers encountered in the implementa-
tion of the blended learning modality `
Curriculum Management
1. Not ready to adapt new changes
2. Lack of basic computer/digital skills
3. No training on how to create a quality type of learning mod-
ules
4. Inadequate professional development and training in ICT
5. Difficult to cope with new teaching and technology skills.
Learning delivery
Printed Modular
1. Late claiming of modules
2. Irresponsible students and parents
3. Personal delivery of modules may cause health-risks
4. Support is difficult to achieve from parents.
5. Failure to follow the schedule set for the submission of mod-
ules
Online mode of delivery
1. Lack of student interaction
2. Fear and discomfort with technology
3. Unfamiliar with the use of technology
4. Lack of technical support when problems occur
5. Can’t sustain students’ engagement in the online learning

Lipa City Colleges 112

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 Learning Resources
Printed Modular
1. Lack of printing materials/scarcity of supplies
2. Expensive reproduction of printed materials.
3. Takes so much time to prepare and print the modules
4. Errors in modules due to rushed preparations
5. Insufficient time and assistance in preparing and printing the
modules and additional learning materials
Online mode of delivery
1. Lack or limited access to the internet.
2. Limited access to the computer, laptops, and other gadgets.
3. Use of technology is “time-consuming” in preparing materi-
als.
4. Poor maintenance of available or existing ICT resources
5. Lack of technical support when problems occur
Assessment
1. Low scores of students
2. Inequities in assessment
3. Testing may raise concerns about cheating
4. Difficulty in validating students’ performance
5. Written tasks of the learners are being addressed by the par-
ents.

Lipa City Colleges 113

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
 Part III. Coping with the challenges encountered in the implementation of

blended learning

1. How teachers cope with the challenges they encountered in printed mod-

ular distance learning modality?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. How teachers cope with the challenges they encountered in online dis -

tance learning modality?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Lipa City Colleges 114

10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net
Lipa City Colleges 115
10 G.A. Solis St., Lipa City Batangas
Telephone Number: 756-1943
Fax Number: 756-3768 local 300
www.lipacitycolleges.net