Blended Learning Tool in Teaching Grade 8 Technology and

Livelihood Education Exploratory

Joseph R. Carreon

General Emilio Aguinaldo National High School, Imus City, Cavite

josephcarreon1982@gmail.com, 09273936539

Abstract

The research sought to explore the effect of utilizing social media particularly Facebook
as a blended learning tool in teaching Technology and Livelihood Education (TLE) exploratory. It
also wanted to determine the internet access profile and the level of readiness and attitude of the
grade 8 students towards utilizing Facebook as a blended learning tool. The study used the
experimental research design involving 30 students randomly selected from the control and
experimental group. The study also used the descriptive method to determine the internet access
profile and the level of readiness and attitude of students under the experimental group. The study
disclosed that there is a significant difference between the performances of the control and
experimental group. Hence, there is a significant increase in the mean posttest performance of
the experimental group after they engaged in the platform. The findings also revealed that the
students who were engaged in using social media as blended learning tool improved their learning
outcomes in the following learning competencies: use and maintain of kitchen tools and
equipment and history and equipment used in contact center services. Moreover, all of the
students have their own Facebook account used in their blended learning instructions and
capable to get connected to the internet using their gadget and equipment they have. The study
showed that Facebook provided the students with more engaging and motivating learning
approach and favorable learning experience. Regardless of limited internet access to public WIFI,
the student’s capability of utilizing Facebook as blended learning tool provides an avenue to learn
according to their own time, place, and pace. The students agree that they are ready to utilize the
contextualized blended learning platform, while they rated their attitude towards the used of social
media as blended learning as strongly agree. Thus, it boost their motivation, confidence, and
engagement. The study implies that Facebook is a user-friendly, relevant, accessible and
effective blended learning instructional tool which can be done as a supplementary, integrative
and interventional mechanisms in teaching Technology and Livelihood Education exploratory.

Keywords: Social Media, Blended Learning Tool, TLE Exploratory, Internet Access Profile,
Readiness, Attitude

Introduction

The Enriched curriculum is one of the salient features of the K to 12 program encompasses
contextualization that is flexible enough to enable and allow schools to localize, indigenize and
enhance the curriculum based on their respective educational, social, technological and global
context (R.A.10533). The proliferation of digital tools and its transformational potentials play an
important dimension in re-engineering the 21st-century pedagogical approaches. Indeed
substantial change brought by digitalization of the curriculum that is relevant to the millennial
learner creates remarkable and optimal learning outcomes, drive into vital concerns that impact
students, teachers, and school. The internet penetration among the population in the Philippines
was 43.5 percent. A total of 47 million user’s access social media via mobile on a monthly basis,
making the country the second-largest Facebook market in the Southeast Asian region as of July
2016 (Rappler). Aquino (2014) stressed that lack of monetary fund to procure connectivity,
technology tools, and infrastructure that hinders the readiness to implement effectively the
blended learning instructional platform. Despite DepEd continuous effort to promote quality
through the use of technology-mediated instruction. Still, not all schools in the Philippine setting
are capable of maximizing such technological competency. While it is not yet known if alternate
instructional modalities disproportionately impact students, teachers and administrators should
think creatively about crafting scaffolded supports for students who do not enter with the skills
necessary to be successful in a blended learning format (Kassner, 2013). Whether online learning
becomes a disruptive innovation to today’s brick-and-mortar classrooms or a sustaining
innovation for education or if the blending of online learning into schools takes place obtrusively,
it will transform the sector (Staker, 2011).
Teachers as 21st-century technology-driven educators are empowered to maximize the
use of any available new technology in redefining classroom instructions with the combining
traditional and online learning formats which create a comprehensive learning experience
(Deepika, 2015). Different models of blended learning mechanisms mix or blend with the
traditional face‐to‐face and online components have been pronounced as auspicious alternative
learning approach and generate substantial opportunities (Graham, 2006, Staker and Horn, 2012,
and Kassner, 2013). Many blended learning practices already fit well with a vast array of
personalized learning, face-to-face and digital experiences that students encounter in K to 12
schools, including distributed learning, distance learning, or e-learning (Friesen, 2012). It can be
said that technology-infused to online learning is blended learning and the concept of anytime
and anywhere education is optimized through the availability of computer equipment or gadget
and internet connection (Mancao et al., 2014). Social media tools allow online students to share
information and build a sense of community (Friedman, 2014). The Internet plays a major role in
the lives of the youth. Learning institutions can motivate students with the use of ICT tools to make
learning more relatable, enjoyable, and sustainable (Navarette, 2013). Aguiluz (2016) stressed
that to feed young minds encourage building dreams and inspire promising lives, harnessing the
best of tradition and technology is a constant challenge of the 21st-century education. The
convergence of technology generates another challenge to overcome towards the attainment of
inclusive education. DepEd always pronounced the innovative 21st-century teaching-learning
strategies anchored on adhering technology-mediated instruction such as Quipper school,
blended platforms, and other online learning mechanisms. The transition of education system
creates flexibility that allows students to progress to master skills at their own pace, time and
place. Like blended learning itself, achieving a balance between access and flexibility, as along a
continuum encompassing from maximum flexibility to maximum quality or value is the goal of
educational providers (Friesen, 2012). Hence, the use of technology presents an opportunity to
achieve better efficiency and upturn productivity.
A pedagogical approach where students’ face-to-face education is blended with internet
resources or online courses, has been gaining considerable attention in education reform circles
(McRae, 2013). These instructional approaches and digital tools that allow students to control
learning at their own pace, time and place appropriate to diverse learners. Classroom teacher
plays a vital role in breaking down the barriers to students’ failure. Different models of blended
learning such as face to face driver, rotational, flex, online lab, self-blend and online drivers create
potential opportunities and boost students’ achievement outcomes (Staker and Horn, 2012).
Since the student is the core of the learner-centered curriculum, one that would benefit most is
the paramount priority of education sector that will prepare learners to be globally competitive,
adequately equipped with necessary skills and competencies required for work and lifelong
learning. Constant follow up, considerable time, and immediate feedback should be provided to
students to sustain motivation and engagement (De Leon, 2016). To ensure the utilization and
integration of various ICTs in the Philippine education system with the end goal of improving the
quality of education in the country, a Cyber Education Program has to be put in place (Benitez,
2013). It is in this context the study was conceptualized.
The setting of the study is the largest school in City of Imus with a population of 9100
students and 324 teachers at present year. One of the pressing issues that need to be addressed
was the resistance of teachers to adopt a change in the modern educational landscape such
incorporating enriched curriculum or utilizing technology-rich instruction. Despite the scarcity of
technology resources at school in which an average of 1 projector is to 12 teachers and with a
normal classroom size of more than 50 students for homogeneous and 65 students for
heterogeneous. Teacher as transformative classroom leader in adopting change must be an
agent in redefining, reshaping, restructuring and redesigning classroom and embrace enriched
curriculum as predictors of best pedagogical practices in the 21st-century global perspective.
Nevertheless, teachers’ and students’ engagement in an enriched curriculum is the key towards
optimal educational outcomes. Whereas, it allows students to acquire learning according to their
own path, pace, time and place. With the continuous need to employ relevant innovative teaching-
learning strategies that can strengthen the traditional and online learnings in General Emilio
Aguinaldo National High School, a contextualized blended learning tool to be integrated as
intervention and supplementary instructions in teaching Technology and Livelihood Education
exploratory (TLE). In this context, the research aimed to determine the effect of the utilization of
social media particularly Facebook as a blended learning tool in teaching Grade 8 TLE exploratory
and the internet access profile as well as the readiness and attitude of the students towards the
contextualized blended learning platform.
Specifically, it sought to answer the following research questions:
1. Is there a significant difference between the mean pretest performance of the control
and experimental group?
2. Is there a significant difference between the mean pretest and mean posttest
performance of the control group and the experimental group?
3. What is the internet access profile of the grade 8 students?
4. What is the level of readiness and attitude of the students towards the social media as
a contextualized blended learning tool?
5. Based on the findings, what recommendations for action is to adhere to school context
towards integrating contextualized blended learning tool in teaching TLE exploratory?

Methodology

This study used the experimental and descriptive method of research. The experimental
method used the pretest and posttest for the control and experimental group. This was used to
determine the significant effect of social media as a blended learning tool on students’ learning
outcomes. While the descriptive method used a survey questionnaire. This method was purposely
used to determine the internet access profile and the level of readiness and attitude of the grade
8 students towards social media as a blended learning tool. This method concerned with the
prevailing condition, practices, and trends to gather empirical information about the current and
existing condition of the variables involved in the study.
The study was conducted at General Emilio Aguinaldo National High School, Imus City,
Cavite wherein samples were drawn from grade 8 students. The subjects of the study were
randomly selected according to student’s heterogeneity. The study involved 30 students in
experimental and control group. The samples from the control and experimental group were
randomly selected from two different sections.
The study used two sets of teacher made test, one for the pre-post assessment based on
the learning outcomes and performance criteria stated on the Training Regulations (TR)
prescribed from Technical Education and Skills Development Authority (TESDA) for the TLE
exploratory curriculum as adopted by the DepEd. A formative type of test which composed 40
items for the topic regarding use and maintains kitchen tools and equipment and 30 items for the
topic about the history and equipment in contact center services. The questions were modified-
parallel to each other which covered the following common learning competencies in Cookery
and Contact Center Services Exploratory Course. This study assured that the test items
constructed are according to content and performance standards specified in the K to 12
Curriculum and was presented validated by the school head upon the approval of the self-made
research instruments. The other seat of instrument was a survey questionnaire embedded the
data regarding the internet access profile of the subject students about the device they own, the
means to access or connect to the internet, the social media account they maintain and the
average amount of time they access internet and the amount of money they spend on social
networking sites. The questionnaire also includes the extent of readiness and attitude towards
the utilization of social media as a blended learning tool.
The experimental and control group belonged to the sections handled by the researcher.
The experimental group was required to join the Facebook group where the lecture videos,
enrichment videos, information sheets, self-check, sample output or project, enrichment activities,
oral recitations as well as announcements, reminders and remedial activities are posted. The
control group were exposed in the traditional instructions such as the used of manually printed
visual aid, modules, object, chalk, and board including ICT integration.
Frequency Count was used in answering the internet access profile, readiness and
attitude of the students’ subject for experimentation. Mean was used to determine the difference
between the means pre-test and post-test performance of the experimental and control group. It
was also used to describe the level of readiness and attitude of the subjects. T-test for the
independent variable was used in determining significant differences between the post-
assessment mean score of a control group against the post mean score of the experimental group
while T-test for the dependent variable used in determining significant differences between the
pre-assessment mean score and the post-assessment mean score of either control or
experimental group. It is imperative of participants’ awareness of critical, ethical and safe use of
ICT ensuring that students are conscious of how they interact or collaborate with other students
and use online tools and resources responsibly as they complete required outputs (Ayao-ao,
2017).

Results and Discussions

Table 1: Difference between the Mean Pretest Performance of the Experimental and Control Group
Learning Competency Computed df p-value Mean Conclusion
t-value (1-Tailed) Difference
1. Use and Maintain Kitchen 1.014 58 0.157 -0.666 Not Significant
Tools and Equipments
2. History and Equipments in 0.920 58 0.463 0.07 Not Significant
Contact Center Services
0.05 Level of Significance (p<0.05)

Using t-test, the difference obtained between the mean pretest performance of the
experimental and control group in the two topics in TLE exploratory was not significant at .05 level
of significance. Hence, the computed p-value was greater than .05. It means that the prior
knowledge of the students in both experimental and control was equivalent. This findings yielded
the ground basis to conduct the study. To be able to successfully integrate technology in the
classroom, a teacher needs to be tech-savvy but also technology-fluent (Ayao-ao, 2017).
Table 2: Difference between the Mean Posttest Performance of the Experimental Group and the Control
Group
Learning Competency Computed df p-value Mean Conclusion
t-value (1-Tailed) Difference
1. Use and Maintain Kitchen 0.825 58 0.206 1.200 Not Significant
Tools and Equipments
2. History and Equipments in 4.185 58 0.000 3.033 Significant
Contact Center Services
0.05 Level of Significance (p<0.05)

Based on table 2, the mean posttest performance of the experimental group was higher
than the posttest of the control group in the topic History and Equipment in Contact Center
Services. It showed significant difference since the p-value was less than .05 level of significance.
It means that the mechanism of utilizing social media as a blended learning tool for supplementary
instruction improved the performance of the grade 8 students. However, the mean posttest
performance of the experimental group in the topic Use and Maintain Kitchen Tools and
Equipment showed not significant since the p-value was greater than .05 level of significance.
Thus, there is a significant increase in the difference obtained between the mean posttest
performances of the experimental group than the control group. It was supported by the study of
(Chio, et al., 2013) stated that the combination of a variety of learning media such as face-to-face,
online, print, social media and learning environments such as instructor-led, teamwork, peer-to-
peer interaction, self-study and individual work, enables more opportunities for application of new
knowledge and on-going support for learners than conventional modalities.
Facebook as a contextualized blended learning tool provided students with more
agreeable learning experiences. Mancao, et al. (2015), teacher factor can be significantly
influenced student’s attitude towards the use of the blended platform. Face-to-face learning
activities increase motivation of the subject, to use online learning tool as the lessons learned
from online learning were used in face-to-face learning which indeed a right blend of online and
face-to-face learning activities results to successful blended learning (Aguinaldo, B. 2013).
Technology has spawned many possibilities of learning information in and outside the classroom
with innovation and flexibility (Ayao-ao, 2017).

The Internet Access Profile of Grade 8 Students

Majority of the students have a cellphone or mobile phone; followed by the gadgets such
as laptop and tablet own by the students. 18 or 60% of the total student respondents have an
internet connection at home where they can engage in integrative blended instruction. On the
other hand, 14 or 40% of the student respondents don’t have an internet connection at home. The
study discloses that all of the students have internet access connection through WLAN/WIFE,
data connection and computer shop where they can access software applications they used to
engage on social media and online computer applications. The data yielded that the number of
hours per week spends online by the students obtain an average of 12 hours a week or 1.7 hours
a day.
The number of hours spends by students on social networking site garnered an average
of 15 hours per week or 2.1 hours per day. It shows that regardless of the time they spend per
week, students are capable to engage on social networking sites using different gadgets they
acquired. The data also revealed that the number of hours spent by students on social networking
site garners an average of 15 hours per week or 2.1 hours per day. In view of the different social
networking sites identified by the students, respondents were asked to identify which software
application available online they are frequently used, Facebook ranked first among response of
the students.

Table 3: Students Readiness towards Utilizing Social Media as a Blended Learning Tool
____________________________________________________________________________________
Statements Mean Verbal Interpretation
1. I have my own gadget to access the internet 4.43 Strongly Agree
2. I have internet connection at home 3.77 Agree
3. I have internet access at school 2.13 Disagree
4. I can access public WIFI anytime 2.73 Moderately Agree
5. I can easily connect to internet for blended instruction using
social media 4.13 Agree
6. I have enough financial resources to do blended classroom activities 4.07 Agree
7. I know how to operate a device used for blended instruction 4.23 Strongly Agree
8. I know how to do video conferencing, view, upload, and download files 4.27 Strongly Agree
Overall Mean 3.72 Agree
Legend: 4.21 – 5.00 Strongly Agree (SA), 3.41 – 4.20 Agree (A), 2.61 – 3.40 Moderately Agree (MA), 1.81 – 2.60 Disagree (D), 1.0 –
1.80 Strongly Disagree (SA)

Based on table 3, in terms of readiness, the overall mean score obtained is 3.72,
interpreted as Agree which implies the students’ readiness with the use of social media as a
blended learning platform. The respondents strongly agreed that: they have their own gadget to
access the internet (4.43); they know how to do video conferencing, view, upload and download
files (4.27); they know how to operate a device use for blended instruction (4.23). As may be an
indicative dimension to a sound blended learning experience, the students agreed also that: they
can easily connect with their blended instruction using Facebook (4.13); they have enough
financial resources to do blended classroom activities (4.07), and they have an internet
connection at home (3.77).
Educational technology researchers have theorized that in order for teachers to effectively
integrate technology, teachers need a set of knowledge referred to as technological, pedagogical,
and content knowledge (Polly, 2011). Technology has been shown to positively influence student
learning when students explore technology-rich tasks that simultaneously require them to use
higher-order thinking skills, such as analyzing or evaluating information or creating new
representations of knowledge. Blended learning pedagogically-oriented innovation that will be
driven by student and faculty readiness which promotes better performance (Bush, 2007). The
School that provides an equitable result-oriented professional development that is aligned with
identified 21st century needs of the millennial learners is connected to the achievement of school
improvement. Thus effective learning in today’s and tomorrow’s organizations needs to harness
and connect the learning potential that exists across the natural phases of change (Wilson and
Biller, 2012). It was asserted by Aguirre (2016) organizing teaching resources and activities on
one’s own website and integrating technology bring students learning experience to a different
level as they share links and offering digital discussions. Internet access, making the use of video
in the classroom was more effective and reliable learning experience (Cueto, 2017).

Table 4: Students Attitude towards Utilizing Social Media as a Blended Learning Tool
____________________________________________________________________________
Statements Mean Verbal Interpretation
1. I want to engage on blended learning instructions 4.23 Strongly Agree
2. I believe that blended learning is better than traditional 4.33 Strongly Agree
Teaching-learning routine
3. I am excited to operate digital tool to enhance learning 4.47 Strongly Agree
4. I can easily learn how to utilize Facebook and Youtube for blended 4.63 Strongly Agree
instruction
5. I interact better with my classmate because using the blended 4.03 Agree
learning platform
6. I am not tired during blended learning instructions 4.23 Strongly Agree
7. I am motivated to learn well using blended instruction 4.5 Strongly Agree
8. It develops my confidence to interact to my teacher 4.27 Strongly Agree
Overall Mean 4.33 Strongly Agree
Legend: 4.21 – 5.00 Strongly Agree (SA), 3.41 – 4.20 Agree (A), 2.61 – 3.40 Moderately Agree (MA), 1.81 – 2.60 Disagree (D), 1.0 –
1.80 Strongly Disagree (SA)

The respondents generally rated their attitude towards social media as a blended learning
tool as Strongly Agree were presented in table 4, obtained an overall mean score of 4.33. Majority
of the indicators attributed by the respondents to a favorable blended learning experience, the
respondents strongly agreed that: they can easily learn how to utilize Facebook and Youtube for
blended instruction (4.63); they are motivated to learn well using blended instruction (4.5); they
are excited to operate digital tool to enhance learning (4.47); they believe that blended learning
is better than traditional teaching-learning routine (4.33); It develops thier confidence to interact
with their teacher (4.27); and they want to engage in blended learning instruction. Hence, the use
of ICT tools with combining online learning has been found useful in communication and
interaction capabilities which improve student attitudes towards learning (Staker, 2011; Nicdao,
2012; and Mancao et al., 2014).
Integrating Facebook as social networking site promotes good attitude towards the use of
Facebook groups in the classroom as an alternative platform in facilitating their learning. Hence,
the platform was more engaging to students with the enrich material provide for a virtual discourse
space for self-expression. De Leon, (2016) pointed that students were motivated to do the tasks
through the online platform and helpful in generating ideas that promote reflective and critical
thinking among students. Research reminds us that changing the medium or modality of
instruction requires more than just new technology, but also new attitudes and skills (Kassner,
2013). According to Ayao-ao (2017) teacher creates a balance in the use of technology giving
premium to its connection to the learning competencies in every lesson where integration is done.

Conclusion

The propagation of digital tools in the teaching endeavor indicates that K to 12 learners
experience in social media as blended learning instructional tool can better improve students
learning outcome. Facebook as user friendly innovative strategy enable students to access
learning resources in their own time, pace and place which instill an opportunity and engagement
towards learning the TLE exploratory common competencies. Indeed, Facebook as blended
learning tool leads learners to positive learning outcomes which are highly relevant, accessible,
and foster significant change in the learning performance of the students.
Blended learning is highly dependent to internet connectivity and digital tools. Cellphones
were predominantly used by students for social networking sites and online surfing and the data
connection or internet was accessible to the students. Students’ readiness towards utilizing social
media as blended learning tool shows highly agreeable response from the respondents despite
of limited access to public WIFI. The attitude of the respondents shows that they are intrinsically
motivated and interested to engage on Facebook as blended learning instructions by using their
gadgets. Hence, it builds collaboration, communication and promising learning spaces.
Moreover, an effective 21st century pedagogical approach adapts to change and
considers new ways to accomplish tasks, remains flexible with changing demands of the
curriculum and commits to empowering students to engage with the combination with utilization
digital tools and face-to-face instruction. In today’s world, where students have exceptional access
to computer technology and a variety of online information available, they will always be the core
of inclusive education. This requires collaborative initiatives of schools personnel at all levels to
fully engage learners with variety of technology-mediated pedagogic instructional tool that will
optimize student learning outcomes and that is significant indicator towards a sound blended
learning approach.

Recommendations

Based on the preceding data, findings and analysis, the following recommendations are
presented:

1. Teachers instead might adopt the social media as an alternative contextualized user-
friendly blended learning platform to supplement and integrate or intervene to teaching-
mechanism that will engage millennial learners on blended learning approach.
2. The teacher should utilize technology-mediated instruction from combining face-to-face
and online learning pedagogies as a new frontier of the K to 12 curriculum realm and
engage students in blended learning-teaching approaches suitable for diverse learners.
3. The school must strive to optimize the provision of adequate digital tools and in
maintaining internet or WIFI connection.
4. School manager/personnel should efficiently and effectively manage the implementation
and progress monitoring of the blended learning mechanisms as supplementary
instruction, integration, and intervention.
5. Enhance teachers’ knowledge and skills through professional development training,
seminar and workshop in utilizing a different program or design feature software used for
blended learning approach prominently beneficial to acquire such competency that
encompasses significant predictors for student learning outcomes.
6. To the future researchers, it is highly recommended that they conduct or explore similar
study that will cover more respondents to test the validity of this current research. In
determining the significant relationships or difference between the dependent and
independent variables in their specific study might obtain the socio-demographics,
perception, capability, intervention, progress monitoring, decision making, effectiveness,
and fidelity of implementation which were not included in this study can also be made for
future investigation that will proposed a school development plan, continuous
improvement, and enhancement program particularly in building their own blended
learning program mechanism and model practices.

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