Face to face Learning vs Blended Learning

(Students Perception of Learning)

A Research Paper presented to the faculty of

In Fulfillment of the requirements in

BY:
Abulencia, Mikael C.
Ardiza, Mary Louise B.
Buendia, Diana Leila C.
Cabalona,Cjay B.
Luces, Donna J.
Mantes, Gienel M.
Riocasa, Winlyn Jhane D.
 CHAPTER 1
INTRODUCTION

Background of the study.

The covid-19 pandemic has had the biggest impact on traditional face-to-face classes globally in

all academic institutions. implementing Lockdown in all countries forces educational institutions

to find a new way to continue their educational program without meeting their students and other

teachers for safety. Since the pandemic's emergence and danger, several governments worldwide

have opted to temporarily suspend schools, affecting millions of students. Therefore, the

epidemic has caused a learning problem among pupils, the majority of whom are youngsters

(Sarmiento et al., 2021). In the Philippines according to the education secretary, they will

continue to provide limited face-to-face lessons as previously agreed and directed by the

President and his staff they will Begin with 100 public schools 20 private schools, and a few

foreign institutions as a starting point because they are still undergoing examinations some

private schools will Begin classes on November 22 after public school having on the trial

program on November 22 (Fernandez 2021) MANILA, Philippines — The Department of

Education (DepEd) is continuing to review blended learning as a permanent mode of instruction,

according to Vice President Sara Duterte, as the School Year, 2022-2023 years and with

COVID-19 still impacting the country.

If we are going back in the past most of the students used the face to face classes and we see the

joy in their eyes Every day they enter school This is where the students will be focused on their

studies and be taught well by their teachers but when the pandemic starts face to face classes

need to stop because the Philippine government implemented the lockdown in several provinces
that make the students think about how they can continue their studies in the middle of the

pandemic. That’s why the department of education needs to make a new way to continue the

next school year and its (Blended learning). The enhanced blended learning set-up continued

when SY 2021-2022 opened on Sept. 13, 2021. After getting the approval of the President,

DepEd finally started the pilot implementation of limited face-to-face classes in low-risk areas.

Only 120 schools – 100 public schools and 20 private schools. Until now Blended learning

models are still used in public and private schools but some students cannot keep up with the

change in learning models. Blended learning began as a way to improve the quality of distance

education by providing more and better interaction with instructors and between students. In the

past years, however, this model of learning has been used increasingly as a supplement to

traditional face-to-face teaching. Considering that the HUMSS 12-C students at Laguna

University Senior High School presumably have an opinion about the topic.

Statement of the Study.

Having a face-to-face class is a more convenient and effective learning model for students, but

due to the pandemic, this type of model is not credited to be a solution in the time of the

pandemic to continue students' learning because we need to avoid physical contact. From 2020 to

2021, according to DepEd, there will be at least 1.1 million students who failed to enroll. But

according to DepEd the learning of the students needs to be continued so one of the solutions

that they give is blended learning.

Blended learning is learning that uses two or more different learning models, and it includes the

combination of online learning and modular learning. (K. Walsh,2005) blended learning is a

combination of different training media (technology, activities, types of events. But because this

type of learning model, gives a big adjustment for the students. Some of it is having a hard time
when they do the assessment task, not able to join the online class. The various reasons for it are

lack of gadgets that need to be used, internet connection, distraction around, and being a working

student is included

The purpose of this research study is to know and examine what are the models that the students

prefer and give them a reason to continue their education. To give a solution and to fulfill this

purpose, a quantitative research study surveys the perception of the students about this by giving

them a survey questionnaire.

Objectives.

The major objective of the researcher is to know what type of Learning model is most

convenient for HUMSS 12-C students at Laguna University Senior High School.

This phenomenological study aims to understand the perception of HUMSS 12-C students of

Laguna University Senior High School on Student perception of learning and acknowledge the

following.

1. Determine the student’s perception of learning.

2. Compare 2 types of learning face-to-face and blended learning which is students.

preferred.

3. Construct an overview and recommendation on future learning processes.

Significance of the Study.

Scope and Delimitation.

investigated in this research. The purpose of this research was to compare Blended Learning

versus Face-to-Face education on HUMSS 12 -C Students Despite the study's limitations, it was

carried out to give us with extra metrics to see whether kids did better in one setting than in

another (Mozes-Carmel and Gold, 2009). Numerous similarities exist between online and

conventional education. Students must still attend class, learn the content, turn in assignments,

and participate in group projects. While teachers continue to be responsible for developing

curriculums, ensuring instructional quality, responding to class queries, motivating students to

learn, and grading assignments. Despite these fundamental similarities, the two modalities have a

great deal in common. Traditionally, classroom instruction has been oriented on the teacher and

has required passive learning on the part of the student, but online instruction is frequently

centered on the student and involves active learning. With advancements in technology, students

today desire access to high- quality programs from any location and at any time. As a result of

these needs, online education has established itself as a feasible and appealing choice for

corporate executives, stay-at-home parents, and other comparable demographics. Apart from

flexibility and accessibility, several additional perceived benefits, such as program selection and

time efficiency, have boosted distance learning's appeal (Wladis et al., 2015). The classroom

environment gives additional inspiration, encouragement, and guidance. Even if a student wishes

to quit within the first few weeks of class, the instructor and fellow students may prevent him or

her. Instructors conducting face-to-face classes may be able to change the class's structure and

teaching style in order to increase student retention (Kemp and Grieve, 2014). When teachers

teach online, they are limited to technological communication and may miss verbal and non-

verbal clues.
Face-to-face and Online training both have their benefits and drawbacks. Additional study

comparing the two modes for accomplishing specific learning goals in

participating learner populations is required before well-informed decisions

can be made. This study evaluated the two modalities on three unique levels

during an eight-year period. As a result of the foregoing facts, the following

research questions were produced (Paul* and Jefferson 2019).

Theoretical Framework.

apply their old understanding to new situations and that having a new perspective helped them

gain a new understanding of things as they change. Mezirow also believed that students had This

learning theory was founded by Jack Mezirow, who discovered it after doing studies on adult

women who went back to school. His initial research found that adults don’t important teaching

and learning opportunities connected to their past experiences and that critical reflection and

review could lead to a transformation of their understanding.

This approach works well for adult students, as children don’t

have the same kind of transformation with their learning experiences—and with

life experience. Adult students could draw on childhood experiences and

transforming those beliefs and understandings using critical reflection,

leading them to an understanding of what they should believe and understand as

adults.

In transformative learning there is two basic focuses—instrumental learning and

communicative learning. Instrumental learning focuses on task-oriented problem solving,

students communicate their feelings, needs, and desires. Both of these elements are

important in transformative learning—HUMSS 12- students needs to be able to focus on

different types of their understanding and view new perspectives that are both logical and

emotional in order to challenge their previous understanding.

Conceptual Framework.

Students’ perception of
learning
Independent Variable

Figure 1. conceptual framework of Face-to-face Learning vs Blended

Learning

(Student Perception of Learning).

the concepts of the study are presented in a form of independent and dependent variables figure

1. Shows the independent variable of the study which is the learner’s perception of blended

HUMSS 12-C
learning and face-to-face learning specifically in terms of their motivation Students
and learning
Dependent Variable
satisfaction. On the other hand, the dependent variable is the learners in HUMSS 12-C at Laguna

University Senior High School.

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