The Use of Blended Learning System in Teaching Language
Keywords:Blended Learning, Interactive, Engaged Learners
This study aims to attain the following objectives: determine the impact of Blended Language Learning System in the academic performance of the pupils, distinguish factors that affect the usage of Blended Language Learning System implementation, identify its advantages and disadvantages, and know teachers’ perceptions regarding the new pedagogy in teaching Language. The mixed-methods explanatory sequential design, where the qualitative data set will be used to clarify and deepen the quantitative findings were employed in the study. The researcher believes that this method will effectively distinguish how the shift from traditional learning to blended learning affected teachers’ pedagogical designs and pupils’ performances. In today’s fast-paced world, teachers often struggle to keep students engaged inside the classroom thus requiring the use of various materials and techniques to develop target competencies. There is a need for educators who are known as digital immigrants, while learners are digital natives, to be flexible and develop teaching styles that would fit into the learning styles of the pupils. With the use of the Blended Language Learning System, English language teachers are expected to produce effective communicators who can understand and produce meaningful discourse while enjoying a rich and vibrant learning experiences. Elementary School Division of Jose Rizal University, the selected site, implemented Blended Language Learning System in the institution for the first time this school year 2015-2016 as part of the newly adopted textbook. Pupils were taught grammar lessons with the use of interactive online activities. A total of 48 pupils in grades 5 and 6, 24 per grade level, were selected as respondents. They were the lower sections’ bottom 7 in English based on their quarterly grades and the star section’s bottom 3. The six Elementary Language teachers were invited to participate in this research as well for the qualitative part of this study. The researcher interpreted data collated in an unbiased manner. For the quantitative phase of the study, the researcher used the mean of the pupils’ 1st quarter grades to get the level of their performance prior to BLS. The mean of the 2nd and 3rd quarter grades was also computed to find if the level of the academic performance of the pupils changed after the implementation of BLS. T-test was used for a more comprehensive statistical analysis such as a level of significant difference. To get the value of the survey conducted, weighted mean and its verbal description were applied. While for the qualitative phase, descriptive statistics were used to describe the profile of the respondents, pedagogical orientations, face-to-face, and online activities, and perceived changes in blended learning. Interviews were also coded as well as the class observations. The researcher vividly described all the observations acquired during the interviews and class observations.
Corbin, J. M., & Strauss, A. L. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory: Sage Publications, Inc.
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Copyright (c) 2016 Ma. Claire M. Guevara
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