CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and

studies of the sub-topics of this research; effectiveness,
performance, blended learning, teaching skills, and study habits.

Foreign study

According to Dai, et al (2021) High schools have a critical

responsibility to fulfill: increasing students' capacity for
independent study. According to the results of teacher and
student self-evaluations, students' ability to study
independently in experimental classrooms clearly improved. Three
high schools in Vietnam's north, center, and south participated
in the pedagogical experiment.

Hinampas, et al. (2018) find out the practical skills

students demonstrated when exposed to blended learning approach
and to those exposed to non-blended learning approach in terms
of: questioning, designing, communicating, recording, analyzing,
and interpreting; compare the academic achievement of students
toward science laboratories when exposed to blended learning
approach; and find out the level of academic achievement of
students as exposed to blended learning approach and to those
exposed to non-blended learning approach.

Ilyashenko, et al. (2019) present this article that

investigates how students develop their communication skills in
the setting of blended learning in order to demonstrate the value
of this approach for the development of communication skills. The
paper shows the degrees of communicative skill development and
makes advice for teachers on how to develop capabilities in the
use of blended learning. In the process, the fundamentals of e-
use learning's in higher educational institutions are made clear.

Tang, et al. (2022) stated that Blended learning is widely

accepted as the "new normal" in the field of modern education. It
is possible because of the rapid development and widespread
application of information and communication technologies. The
perceptions of flow by students throughout the learning process
are an important component of blended learning.

According to Noskova, et al. (2013) Teachers must understand

the virtual environment, in which information and communication
behavior must differ from that of today's generation. The modern
higher education system is now focused on preparing students for
the new intellectual environment in a changing digital world, as
well as developing future professional competence.

Salazar (2015) claimed that some students are dissatisfied

with the short class periods and their inability to retain
information immediately. According to Salazar (2015), the use of
blended learning is advantageous because online resources such as
videos, learning sites, and slide shows are effective teaching
methods for today's diverse students.

Romero-Frías & Arquero et al. (2013) point out that numerous

studies highlight the fact that blended learning enhances the
amount of teacher-student interaction, which ultimately results
in students' fulfillment.

Tupas and Linas-Laguda (2020) define Blended learning (BL)

is a cutting-edge educational approach with connections to many
different fields of study. Online and conventional learning have
frequently been distinguished in blended learning. To boost
learner engagement in the class, blended learning blends the
advantages of traditional and online learning. Along with learner
engagement and the social environment, it also offers teaching
methods and roles for teachers.

Tesfay (2017) aimed that the Academic performance is the

educational objective attained over a predetermined time period
by a student, instructor, or institution. Exams or ongoing
evaluations are used to gauge this, and the objectives change
depending on the person or organization. When a pupil performs
exceptionally well intellectually, this is referred to as
academic performance in school. They perform well in their
schoolwork and thrive in one area of school.

In study conducted by Utami (2018) shows that this study

compared 31 students enrolled in an information and communication
technology course to 32 control students. The experimental
group's teacher used blended learning as an instructional
strategy. The blended learning paradigm had a greater impact on
students' achievement, according to the findings.

In the thematic analysis of the study of Asirvatham, et al.

(2018), Independent sample t-test results demonstrated that
blended learning is successful in raising students' proficiency
in studying oriental music. Regression analysis also indicated
that the two most crucial factors for raising students'
competence are attitude and motivation. By using blended learning
to teach highly conventional abstract painting, this study
addressed a gap in the literature. The study's findings add fresh
concepts to the field of curriculum design that can be adapted in
hybrid lessons to successfully teach secondary level pupils.

In one study written by Kamaludin, et al. (2020) describe

the concepts and elements that lead students, professors, and
administrators to adopt BL in higher education. Additionally, the
results point to the fact that the BL practices to be used
involve face-to-face interaction, activities, information,
resources, evaluation, and feedback for students, as well as
technology, pedagogy, material, and knowledge for lecturers. The
review also showed that the most common theories used by earlier
studies to investigate the adoption of BL were the ad hoc,
technology acceptance model, information system success model,
unified theory of acceptance and application of technology, and
finally, diffusion of innovations theories. The study's findings
have ramifications for students, professors, and administrators
since they shed light on the theoretical basis for BL uptake and
use in higher education.

Khan, et al. (2012) tells that using the most recent

channels and technology, mobile and e-learning are already making
the teaching and learning process easier. A learning system based
on cutting-edge technology with blended learning as a potential
consequence. The appeal of the blended learning strategy is the
inclusion of technology-assisted learning techniques to the
currently used traditional learning methods. By addressing
drawbacks of the conventional technique, technology has
significantly improved both teaching and learning experiences
overall. This study presents a mixed learning approach for higher
education, in which online learning supplements traditional
classroom lectures.

A Sytematic Review of Altay, I. & Altay, A. (2019) tells

that for many years, blended learning has been crucial in the
fields of learning English as a Second Language (ESL) and English
as a Foreign Language (EFL) all over the world. However, there
hasn't been a thorough analysis of the literature on blended
learning in an EFL setting. Therefore, the purpose of this study
is to examine blended learning studies completed in an EFL
context in order to create a general picture of these studies, to
assess the state of the literature, and to provide guidance for
future research investigations. Benefits of blended learning in
an EFL setting, issues or difficulties experienced in a blended
learning environment, and implications and recommendations for
blended learning in an EFL environment were the three main topics
that emerged.

Local study

In the work of Tijap, et al. (2022) the survey research

involving 464 Filipino Science teachers determined the needs,
challenges and practices in teaching and learning in the new
normal. The collected data gathered showed that the science
teachers needed (a) up skilling and reskilling in content-based
knowledge and teaching strategies applicable to several
identified challenging science topics in this new normal;(b)
continuous training on the use of varied online platforms;(c)
capacity building on the use of software and digital science
activities applications;(d)an improvement in the following
teaching-related tasks: developing online tests, developing
online lesson plans, managing online classes, developing online
teaching techniques, applying online netiquette, and developing
personal learning monitoring plans. The study also suggests
contextualizing this survey for other content subject areas and
expanding its use in the Visayas and Mindanao regions.

As per the analysis of the study of Rogayan Jr, (2022)

several teacher-practitioners worldwide have used the 7E
instructional technique to teach science. The effects of the
learning model in learning science have not, however, been
thoroughly examined in the current literature, particularly in
the Philippines. This study used a scoping review to identify how
the 7E learning paradigm affected scientific instruction in the
Philippine setting. The research employed 10 published articles
in total that met the inclusion and exclusion standards. In order
to give a summary of the results.

Within the work of Reyes et al. (2022) Computer and online

instruction have undergone a significant global evolution as a
result of the ICTs' decades of rapid development. However, many
developing nations are still having difficulty incorporating ICTs
into their methods of teaching and learning, which is causing a
slower adoption of digital learning pedagogies. This study
investigated students' perceptions on the use of blended learning
in a first-year chemistry program offered in the Philippines in
order to comprehend how blended instruction might function in
higher education in a developing nation. The learning management
system, Moodle, was used to give blended lessons on periodic
trends, chemical bonding, Lewis structures, molecular shape, and
polarity using a variety of online learning materials using the
resource-based learning framework. Using a survey, focus groups,
and learning analytics, a mixed methods approach was used to
comprehend students’ experiences. 57.5% of the 447 students who
responded in favor of blended learning did so despite the lack of
technological resources (such as consistent internet access) due
to its flexibility, wider access to different types of
interactive learning resources, variety of learning activities,
and perceived improvement in learning productivity. While the
majority of respondents (75.7%) possessed ICT skills enough for
education, only a small minority (19.7%) had access to computers.
Due to the perceived difficulty of chemistry as a subject and the
perceived requirement for face-to-face talks, including concept
exposition and Q & A chances, 40.0% of students self-reported
that they preferred a traditional form of education.

Based on Gutierrez, (2021) this study compared the

effectiveness of modular learning across senior high school
strands and looked into how demographic information about
students affected their academic achievement. The One Way ANOVA
analysis revealed a statistically significant difference between
the tests scores collected from the various strands. According to
Tukey HSD results, ABM outperformed modular learning the best,
followed by STEM, GAS, ATS, and EIM, in that order. According to
Pearson’s r statistic, there is a substantial relationship
between a student’s sex, monthly income, and work status of their
parents and their academic performance. In addition, the results
of the z test for two means showed that the scores of males and
females differed significantly. The researcher concludes from
these findings that teachers of TVL tracks should put in more
effort while teaching mathematics to close the achievement gap
with pupils on academic tracks.

As stated by Pinar,(2021) the COVID-19 pandemic forces

institutions to cancel face- to-face classes, resulting in a
paradigm shift toward remote learning. In order to continue
providing education in the midst of the crisis, unconventional
learning strategies were reinforced. This resulted in the
conversion of classroom-oriented learning resources into distance
learning-adapted learning resources. The incorporation of
alternative learning modalities into a new normal classroom
setting is now a mainstream topic of discussion in the education
sector. In light of the new trend in education brought about by
the pandemic or other similar circumstances, the purpose of this
study is to determine students' perceptions of the use of
synchronous and asynchronous distance learning resources at the
Grade 12 level. It also highlighted students’ preferences for
synchronous and asynchronous modes of instruction delivery. The
participants were 317 Grade 12 students enrolled in the Special
Health Sciences STEM track at a private medical institution in
the Philippine province of Cavite. These Grade 12 students
participated in synchronous online classes as well as
asynchronous learning activities. A dependent sample t-test was
used to compare the use of synchronous and asynchronous learning
modes. Students’ conceptual understanding was assessed using
summative assessments administered in both synchronous and
asynchronous modes. Descriptive statistics and thematic analysis
were also used to present students’ opinions on various aspects
of distance learning, specifically the teaching approach,
learning materials and instructions, activities, and assessments.
The findings revealed that students are very interested in the
asynchronous teaching approach, which correlates with better
performance in the asynchronous assessment. As essential
components of distance learning (synchronous or asynchronous),
students valued asynchronous threaded discussions, the
availability of relevant learning materials, and the teacher’s
guidance and scaffolding on the learning process.

Based on research of Fontanos et al. (2020) all levels of

education in the Philippines have been impacted by COVID-19, a
novel coronavirus disease. Since the local transmission of COVID-
19 was confirmed in March 2020, the government has implemented
pandemic response policies that have had an influence on the
field of elementary education. President Rodrigo Roa Duterte
issued Proclamation No. 922 on March 9, 2020, announcing a public
health emergency throughout the Philippines and, as a result,
suspending all levels of education in Metro Manila. Since then,
President Duterte has put Metro Manila and the rest of the
country under a community quarantine that is tightened or
loosened based on the rise or fall in the rate of COVID-19
infection, as recommended by the Inter-Agency Task Force for the
Management of Emerging Infectious Diseases (IATFEID) led by the
Department of Health (DOH). President Duterte issued Proclamation
No. 929 on March 16, 2020, declaring a state of calamity that
would endure for six months throughout the Philippines and
placing the island of Luzon under extended community quarantine
(ECQ) that would remain for more than a month. Public
transportation was suspended, companies were closed (except from
those who provided necessary services), and people were placed
under a strict home quarantine (apart from frontline employees
and those who needed access to medical facilities).Additionally,
the President ordered that all levels of classes be suspended
until April 2020, thus suspending all institutions. For
elementary education, COVID-19 delayed the start of SY 2020-2021
and had an impact on how final exams were administered for SY
2019-2020. The Department of Education (DepEd) initially declared
August 24 as the start of SY 2020–2021 even though schools
typically begin in June. However, the President then instructed
this to be shifted to October 5 in accordance with his authority
under Republic Act (RA) No. 11480, a law issued in July 2020 that
grants the President the authority to move the start of the
school year under a state of calamity or emergency (Gita,Carlos
2020). Due to this second delay, elementary and high school
pupils attending public schools missed. Students in elementary
and high school in public schools missed six months of class as a
result of this second extension. According to experts, this
affects socioemotional development more so than academic learning
(Moroni, Nicoletti, and Tominey 2020).

Samortin et al. (2022) The Covid-19 global outbreak not only

had an impact on the health and economic sectors, but it also
barely touched the education sector. Schools had to temporarily
stop holding in-person classes, which forced educational
institutions—particularly the Philippine Department of Education—
to reconsider how they are adapting to the present educational
environment. Filipino students now have access to a variety of
learning modalities to meet their learning demands during this
urgent period of remote education thanks to the deployment of
distance learning options through its learning continuity
strategy. Therefore, the purpose of this study is to explore the
actual experiences of senior high school students in the
Philippines who participated in emergency remote learning during
the academic year 2020–2021.It’s interesting to note that three
themes came to light in order to fully comprehend the
participants’ experiences: the digital technological divide,
independent study and a sense of learning responsibility, and
financial resources and capacities. Each of these themes raises
underlying problems and issues that deserve attention in light of
the fact that the Philippine educational system is still having
trouble adjusting to the modern, normative framework of learning.
Since the pandemic issue necessitates awareness and respect for
providing a secure and inclusive space to make education
accessible to all, the voices of the study participants provide a
reflection of their tireless learning journey. The educational
system is still having trouble adjusting to the new normal of
schooling

De Leon et al.(2022) Blended learning instruction is one of

the best types of teaching and learning that can be employed in
the K–12 curriculum today and is both motivating and engaging.
The purpose of this study was to determine the impact of blended
learning instruction utilizing a simplified science module on the
academic performance of Grade 11 students at the Tawi-Tawi School
of Arts and Trades (TTSAT) and Tawi- Tawi School of Fisheries
(TTSF). This study used a quasi-experimental design and included
two sets of research tools: the Pre-test and Post-test
Questionnaire and the streamlined science module used in blended
learning education. The outcome showed that pupils in both
schools improved academically when given blended learning
training utilizing a condensed science module. Additionally, it
was discovered that blended learning instruction using a
streamlined science module has a significant impact on content
standards like stellar formation and the origin of the elements,
atomic concept, and chemical reaction, while having a moderate
impact on matter’s physical and chemical composition. From the
pre-test to the post-test, the performance levels of the
aforementioned children in both schools have significantly
changed. The impact of blended learning instruction utilizing a
streamlined science module on the academic performance of the
concerned students in both schools along the four content
standards is similar in both directions. As a result, blended
learning instruction employing a streamlined scientific module is
a successful strategy for enthusing and inspiring students in
both institutions to learn.

Lapitan Jr, et al.(2021) During the COVID-19 pandemic, the

move to distance learning presented significant challenges for
both teachers and students. A blended learning technique was used
to teach and study Physical Chemistry I and Analytical Chemistry
to Chemical Engineering students at the University of Santo Tomas
in order to overcome these challenges in teaching undergraduate
Chemistry courses. Here, we propose an online technique that made
it easier to switch from conventional face-to- face training to a
fully online curriculum. The Discover, Learn, Practice,
Collaborate, and Assess blended learning technique has five
components (DLPCA). In the DLPCA, the asynchronous component of
the teaching was accomplished through the YouTube distribution of
pre-recorded lecture videos, allowing students to study and
advance with their education at their own leisure. Platforms for
video conferencing, like Zoom or Google Meet, were used to
perform the synchronous portion of the instruction. Prior to
being used, the DLPCA technique was explained to and debated with
the students. DLPCA had a beneficial effect on both students and
instructors, according to an analysis of the teaching and
learning process based on three indicators: I student learning
experience, (ii) student academic performance, and (iii)
instructor observations. The noted issues were the reliability of
the internet connection and the instructor’s comfort level using
widely accessible internet-based teaching resources, like video
conferencing software. During online classes, instructors must
also develop ways to enhance their interactions with students and
keep their attention. The survey also indicated that most of the
students are satisfied with the DLCPA strategy. Hence, this
strategy is considered a manageable and effective alternative
that can be adapted to full online instruction to other
undergraduate Chemistry lecture courses. Overall, the findings
and insights in this study will add valuable resources for
further hybrid instruction in the post-COVID-19 time in higher
education.

Javier,Dirain (2018) All educational institutions around the

world have undergone a paradigm shift as a result of e-learning.
This study examines university students from the Philippines'
knowledge, attitudes, and habits about blended learning with
Edmodo. This analysis specifically examines the connection
between using Edmodo as a platform for online learning
instruction and the academic achievement of the 44 Information
Technology students at Cagayan State University (CSU) in Aparri,
Philippines. Following a correlation analysis to ascertain the
association between using Edmodo in instruction, sex, and
academic achievement, the profile of the respondents, knowledge,
attitudes, and behaviors of students regarding online learning
with Edmodo were reported. The majority of respondents were
female, had a high degree of IT proficiency for the twenty-first
century, and had extremely satisfactory academic results,
according to the results. From the information gathered via
Google form, the respondent profile, knowledge, attitudes, and
practices of students regarding online learning with Edmodo were
described. Correlation analysis was used to establish the
relationship between using Edmodo in instruction, sex, and
academic performance. Results revealed that the majority of
respondents were female, had a high degree of IT proficiency for
the twenty-first century, and had achieved highly satisfactory
academic results in web programming using PHP and MySQL. Results
showed that a sizeable portion of respondents (4.26) strongly
agreed with the evaluation of knowledge, attitudes, and practices
associated with online learning using Edmodo. The academic
accomplishments during the course of the semester were quite
excellent. The use of Edmodo has had a significant impact on the
pupils’ academic achievement. The high use of Edmodo as a
teaching tool has been attributed to the favorable views toward
blended learning. The results also provided clear directions for
its potential application in future comparable courses at CSU and
other Philippine educational institutions. Higher education
institutions should incorporate a blended learning strategy to
achieve their goal of providing the best possible education.
Keywords: 21st-century learning, blended learning, Edmodo, IT,
academic performance, Filipino

Villanueva, et al. (2020) This study used an exploratory

case study to see if the Community of Inquiry might be used in a
K–12 environment. In order to enable blended learning and
flexible learning alternatives for the benefit of Filipino
adolescents and school-leavers under the Alternative Delivery
Mode of the Philippine K–12 system, there are research gaps that
must be filled. The following research questions served as the
basis for this study's design: How do blended learning encounters
display cognitive presence? What characteristics of the formation
of learning communities can be seen in the interactions of
cognitive presence with other presences? Based on information
gathered through surveys, student focus groups, instructor
interviews, class observations, and archived data, three blended
learning classes were analyzed. Evidence showed cognitive
presence throughout its categories in the form of connectedness,
collaborative work, trust and reciprocation, and shared views on
technology among K–12 instructors and students through continual
comparison analysis and descriptive statistics. The results
confirmed that “regulating learning” occurs at the point where
teaching presence and cognitive presence converge. The studies
suggested modifications to the cognitive presence categories,
indicators, and survey instrument for the K–12 setting where
teacher-directed pedagogies or collaborative inquiry processes
have not been fully embraced are discussed along with
implications for practice and recommendations for further
research.

Aguinaldo, (2013) Researchers used the bricolage approach

model to implement blended learning in poor academic
institutions. The study found high use of e-learning despite the
socioeconomic profile of the students' parents, lack of internet
connectivity, and inadequate technical resources at the Isabella
State University San Mateo campus. This means that blended
learning can be successfully implemented by properly combining
online and face-to-face learning according to the bricolage
approach model.

Fiel, (2020) Worldwide educational institutions are

implementing blended learning, which uses technology to
complement conventional face-to-face training. In this study,
Saint Michael College of Caraga, one of the emergent HEI in
Mindanao, was evaluated for its knowledge, attitude, barriers,
motivation, and adaptation of blended learning. 150 faculty
members from primary education and postsecondary level, both
full-time and part-time, participated in the study. The data were
used to describe the relationship between variables using a
descriptive correlational and causal approach. The majority of
people had less experience with blended learning, according to
the findings. The outcomes also demonstrated that blended
learning benefits pupils even when they do not have access to
computers. Thus, the knowledge, attitude, and motivation of
teachers become the most foreseen factors in their application.
Instead, it is strongly advised that institutional
administrators, particularly the human resource office, implement
the necessary interventions to maintain the faculty’s commitment
to blended learning. Therefore, it is important to monitor how
well-blended learning practices are adopted and used over time in
multicultural settings.

Cortez, (2020) Due to the ongoing danger of CoViD-19, this

study investigates how senior high school students view blended,
distance, electronic, and virtual learning as a new method of
delivering courses for the upcoming school year. The sample for
this study was a randomly selected group of 342 senior high
school students from various strands at STI College Global City.
To comply with the government's current lockdown policies, data
were gathered through a self-administered survey questionnaire
distributed through a Google form. Despite the result of the
analysis of variance indicating that the respondents' opinion of
the effectiveness of online learning and their capacity to
participate in the e-learning sessions is independent of their
lifestyle and the accessible e-learning tools.

Adling, (2022) many educational institutions have abruptly

switched to other alternative instructional approaches as a
result of the Coronavirus Disease 19 (COVID- 19) outbreak. The
standard and typical tactics for teaching and learning
environments have been transformed by this pandemic. For the
Academic Year (A.Y.) 2020–2021, Flexible Blended Learning (FBL)
has been adopted at Marinduque State College (MSC), a Higher
Education Institution (HEI) in the province of Marinduque. The
FBL experiences of MSC students in an environment where English
was being learned were determined by this descriptive study.
According to the study's findings, FBL has generally been well
received by MSC students who take English as a second language.
To fulfill the requirements of the most vulnerable students, who
are unable to fully adapt to the new learning method, ongoing
help must be given top priority. This could reduce the widening
Synthesis

High schools have a crucial responsibility to fulfill:

improving students' capacity for independent study. Students'
capacity to study independently in experimental classrooms
clearly improved, according to the results of the teacher and
students' self- evaluations.

Compare the academic achievement of students toward science

laboratories when exposed to blended learning approach; find out
the level of academic achievement of students as exposed to
blended learning approach and to those exposed to non- blended
learning approach; and find out the practical skills students
demonstrated when exposed to blended learning approach and to
those exposed to non-blended learning approach.

In order to show the value of this approach for the

development of communication skills, Ilyashenko, L. K., Gladkova,
M. N., Kutepov, M. M., & Smirnova, Z. V. (2019) provide this
article that looks into how students develop their communication
skills in the context of blended learning. The study demonstrates
the levels of communicative skill development and offers
suggestions for teachers on how to strengthen their proficiency
with blended learning. The fundamentals of e-learning in higher
education institutions are made explicit in the process.

Learning engagement significantly improved the efficiency of

students' learning. In blended learning, self-efficacy played a
positive mediating role in the relationship between students'
learning engagement and learning effectiveness. These findings
contribute the modern higher education system is now focused on
developing future professional competence as well as preparing
students for the new intellectual environment in a changing
digital world. The educational system should always reflect the
state of circumstances in order to provide great professional
education and self- education activities. Additionally, they
believed that teachers needed to understand the virtual
environment, where information and communication behavior should
differ from that of the current generation, whose educational
demands have altered, in addition to the traditional classroom
setting.

The use of blended learning was beneficial to student

learning since online resources including videos, learning
websites, and slide shows are effective teaching approaches for
today's diverse pupils. On the other hand, some students detest
the brief class sessions and their slow processing of the
material. Although many people believe that having computers,
internet connection, and facilities will make it simpler to adopt
blended learning, the ability to use each of its components
properly is actually more important for success. The fact that
blended learning enhances the amount of teacher-student
interaction, which ultimately results in students' fulfillment.

Blended learning (BL) is a cutting-edge pedagogical strategy

with linkages to numerous academic disciplines. Blended learning
typically makes a distinction between online and traditional
learning. Blended learning combines the benefits of traditional
and online learning to increase student engagement in the
classroom. It provides teaching strategies and job tasks for
teachers in addition to learner involvement and the social
environment.

According to Tesfay (2017), academic performance is the

educational goal that a student, teacher, or institution achieves
over the course of a defined amount of time. This is measured by
tests or continuing reviews, and the goals vary according on the
person or organization. Academic achievement in school is when a
student performs extraordinarily well intellectually. They do
well in school and excel in a certain subject.

The research showed that the experimental group outperformed

the control group in terms of learning outcomes. The mixed
learning paradigm had a stronger effect on students' achievement,
according to the study's findings.

To sum up lets students’ progress at their own pace. Blended

learning provides a holistic understanding and transforms the
learning experience for its end-users. By using a virtual
environment, access to learning becomes unlimited. A student
would be able to access their classrooms from any place
eliminating the need for attending classes or training at a fixed
place. Students have more autonomy over their learning

Theoretical Framework

Taken by students in nonspecialist undergraduate science,

technology, engineering, and mathematics (STEM) degrees. Students
chose which elements to interact with to help them learn. Exam
performance was evaluated using an independent t test to compare
exam marks from fully face-to-face delivery to blended delivery.

In-person, classroom-based teaching and learning has been

used for centuries. When online education became available, it
was used first in distance education. Now, with more evidence,
clarity about how to use both in-person and online teaching, we
can blend the two delivery modes.

Conceptual Framework

Teaching and learning in real-world classroom settings has

been practiced for ages. When online learning became a
possibility, distant learning was where it was initially applied.
We can combine the two delivery methods now that we have more
information and clarity on how to employ both in-person and
online training.

Hypothesis

Grade 11 gas students' academic achievement using blended

learning is significantly correlated with their performance.