Effectiveness of Blended Learning Modality to The Performance of The Grade 4 Pupils in Reading

AUTHOR(S)

Fatima Lalink Sigrid N. Quiamco

ABSTRACT

This study aimed to determine the effectiveness of blended learning modality to the Performance of the Grade 4 Pupils in reading for SY 2020-2021. The findings of the study served as a basis of a proposed improvement plan. This study used the quasi-experimental method of research to determine the effects of blended learning modality to the reading performance of the Grade 4 pupils. The results were the basis for an improvement plan. The researcher utilized Universal Sampling in identifying the respondents of the study. The test of difference in the pretest and posttest performance of the grade 4 pupils in reading before and after the implementation of the blended learning approach in the teaching and learning process in this time of pandemic. This table shows also the result of the computed t value and critical t value after applying the specific statistical tool that was also the basis whether the hypothesis will be rejected on a significance level of degree of error. Based from the results in table 3, the pretest performance which is equal to 29.27 is lower than the posttest which are equal to 31.24 respectively which resulted to a computed T value of 0.952 lesser than the critical t value which is equal to 1.158 So, the hypothesis which states that there is no significant difference between the pretest and posttest performance of the grade 4 pupils in reading before and after the implementation of the blended learning approach is accepted thus, the two (2) variables are not significantly affected which each other.
The results in table 3 regarding the test of difference of the pretest and posttest performance in reading of the Grade 4 pupils implied that since the grade 4 pupils are already exposed to the new way of acquiring knowledge and skills in learning and improving their skills such as utilizing cellphones, laptops, etc there are tendencies for the pupils after experiencing the blended learning approach that will not be having a culture shock or in other words it will not be ne to them thus, they will be having a hard times learning the technique as well as in reading. Moreover, they will no need more personal interaction and face to face learning are what they desire to increase their performance reading. In other words, if the learners will continue adopting the learning technique to improve their skills, everything will be ok and they will just experience minute problems or even nothing at all. Another reason for the results is that they have utilized quality assured modules which connotes excellent or very good performance considering that the computed t value is lower than the critical t value which tend to create a decision of accepting the hypothesis which means that there was no difference on the reading performance of the grade pupils before and after the implementation of the blended learning approach in the delivery of the learning competencies.
Furthermore, there was a good result in the pretest and posttest performances of the grade 4 pupils in reading because they have gained strong support from their parents or guardian as they embarked new technique in learning and improving the skills and in returned the learners will be more motivated to learn new things.