THE EXTENT OF IMPLEMENTATION OF BLENDED LEARNING IN SENIOR HIGH SCHOOL SCIENCE EDUCATION VIS-A-VIS STUDENTS’ ACADEMIC ACHIEVEMENT

Abstract

This study investigates the extent of implementation of blended learning in senior high school (SHS) science education as to the content, communication, technology, pedagogy, and assessment vis-à-vis students’ academic achievement. In this analytical research design, data were gathered from 182 students and 12 science teachers using stratified random sampling. Gathered data were systematically treated and analyzed utilizing descriptive and inferential statistics such as frequency, percentage count, mean, standard deviation, one-way analysis of variance (ANOVA), and Pearson Product-Moment Correlation. Findings revealed the extent of implementation of blended learning in SHS science education as moderately implemented as perceived by the students and teachers. As to the students’ profiles, there was a significant relationship between technology and the parent’s monthly income. There was no significant difference in the extent of implementation of blended learning across all variables as perceived by the teachers. After implementing blended learning, the student’s academic achievement in science was outstanding, and this put forward a significant relationship between content and assessment in their academic achievement. The study concluded that several things should be considered in implementing blended learning in the new normal education. Students’ and teachers’ involvement in the implementation is essential for improving the modality and the school administrators may consider undertaking specific plans and activities such as the need for teachers to attend training, seminars, and workshops related to blended learning implementation