The Use of Blended Learning On Students
The Use of Blended Learning On Students
The Use of Blended Learning On Students
By
Recommendation Sheet
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Approval Sheet
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Accepted and approved as partial fulfillment of the requirements for the degree of
MASTER OF ART IN EDUCATION Major in Mathematics.
____________________ _______________________
Dr. Bernardo Sepeda Dr. Socorro Aguja
VCAR Vice Dean, Graduate Studies
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Table of Contents
Page
TITLE PAGE.................................................................................................................1
RECOMMENDATION SHEET....................................................................................2
APPROVAL SHEET.....................................................................................................3
TABLE OF CONTENTS...............................................................................................4
ACKNOWLEDGEMENT..........................................................................................[#]
ABSTRACT................................................................................................................[#]
LIST OF TABLES.........................................................................................................6
LIST OF FIGURES.......................................................................................................7
LIST OF APPENDICES................................................................................................8
CHAPTER
Introduction......................................................................................................11
Definition of Terms..........................................................................................30
Conceptual Framework....................................................................................31
2 Methods
Research Design...............................................................................................34
Research Procedure..........................................................................................35
Data Analysis...................................................................................................40
Presentation of Results....................................................................................[#]
Interpretation of Data......................................................................................[#]
[Additional entries].........................................................................................[#]
Summary.........................................................................................................[#]
Conclusion.......................................................................................................[#]
Recommendation.............................................................................................[#]
REFERENCES............................................................................................................42
APPENDICES.............................................................................................................[#]
CURRICULUM VITAE.............................................................................................[#]
6
List of Tables
Table Page
3 [Additional entries].........................................................................................[#]
7
List of Figures
Figure Page
3 [Additional entries].........................................................................................[#]
8
List of Figures
Table Page
3 [Additional entries].........................................................................................[#]
9
List of Appendices
Appendix Page
C [Additional entries].........................................................................................[#]
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Abstract
Introduction
Math skills are important for individuals’ participation in society and success in everyday
life (Maloney et al., 2010; O’Leary et al., 2017). With the pace of technological and scientific
progress becoming ever-more rapid, people are constantly faced with mathematics which may be
the language of technology. Learning mathematics and gaining mathematics skills at some level
has become unavoidable than ever (Sevindir et al., 2014). Yet many individuals continuously
become afraid of math and numbers, commonly referred to as mathematics anxiety (Beilock and
Maloney, 2015). Mathematics is the most important tool to understand the world’s order and
organization. Math success level has been one of the crucial keys to school success and
front of math success and of the most significant obstacle in math success is math anxiety
In the recent study of Andamon and Tan (2018) middle school students’ performance in
mathematics here in the Philippines belongs to the range of approaching to proficiency which
implies moderate or in the average level of learning. For the overall students’ level of conceptual
moderate. It is maybe traditional educational approaches are not sufficient to satisfy individual
Despite its growing popularity, researchers have focused little attention on the
features of face-to-face teaching and E-learning activating students’ motivation, shortening class
time, encouraging self-regulated learning. Blended learning produces equal learning improvement
and produces better achievement (Chaney, 2016). Blended learning needs the support of
technology. The use of Technology in education offers a better learning and keeps students
focused when the concept is difficult or the computation by hand is complicated (Khouyibaba,
2010).
centered with this mode of didactic teaching, lack immediate feedback and reduce student’s
interest in learning (Yeung K., & O’Malley P., 2014; Papadakis et. al., 2016)
Math and Science can be considered as challenging subjects by many. Students struggles
and frequently become frustrated and hopeless. The use of traditional method in teaching courses
move all students through the curriculum at the same pace (Ya-Wen et. al., 2017).
internet-enabled mobile devices to lectures, and willingness and acceptance amongst student to
use such devices for class-related activities (Brown et al., 2014). Advances in digital technologies
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and technological gadgets are dramatically altering the tools available to teachers and students,
even in preschool education (Biancarosa & Griffiths, 2012). Although iPads and other similar
tablets have not been extensively studied as teaching tools in the early childhood classroom,
many educators are enthusiastic about using them; they rave about their versatility, connectivity,
mobility, as well as the potential benefits of thousands of educational apps (Falloon, 2013;
Mango, 2015).
One of the forms of learning services that can facilitate the students in learning
independently, in groups, and learning together with the teacher in the classroom and outside the
classroom both fully online and offline is blended learning. Through blended learning the teacher
and the students can use information technology in the learning process online and offline. In the
use of blended learning, learning quality obtained at school, that is, through direct interaction
between the teacher and the students is always maintained, but the use of information technology
used to facilitate the students in seeking/accessing learning resources and makes it easy for the
students to seek/access learning resources and to interact/discuss with the their groups/learning
communities at school and outside. By using blended learning at school, the students will have
increasingly more knowledge and insights so that they do not only focus on the information/
knowledge given by the teacher in the classroom, but can obtain comprehensive knowledge from
various reliable sources, through social media, internet and from a community.
Definitions of blended learning range from the very broad where practically any learning
experience that integrates some use of ICTs qualifies, to others that focus on specific percentages
of online curriculum and face to face instruction. Most people agree that blended learning
combines teaching and learning methods from both face to face, mobile and online learning and
that it includes elements of both synchronous and asynchronous online learning options. Blended
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learning is also defined as learning that can conventionally be defined in the classroom combined
with online learning both independently and in a collaboration by using information and
systematic approach that combines face-to-face learning and online learning aided by ICTs.
whereby the learner interacts with other students, with the instructor, and with content through
and systematic approach to combining times and modes of learning, integrating the best aspects
of face-to-face and online interactions for each discipline, using appropriate ICTs. The core of
blended learning theory is the integration of multiple teaching means, teaching media, and
teaching environments. Blended learning has many advantages over E-learning; the most
important one is that blended learning participants being able to socialize face-to-face interaction
in order to motivate the less independent student. Based on the opinions above, then blended
learning is a learning approach which combines direct face to face learning in the classroom and
online learning through information technology facility and learning interaction keeps on being
developed well both in the classroom and outside of the classroom (Divayana & Sanjaya, 2017).
Mathematics Anxiety
discomfort and disturbance that interferes with math performance when they are in the situation
that requires solving math problems (Abbasi, 2013; Casad et al., 2015; Mutawah, 2015; Dowker
et al., 2016).
capture the attention of the students and enables them to better understand and master
mathematical concepts (Khouyibaba, 2010). Enormous technology advances over the ages has
developed digital communities all over the world. Recognized as a vehicle that can elevate the
education system to a higher level in a technology driven world, many countries are exploring the
instructions (Khambari et. al., 2010). In the study of Prins et. al. (2016), they found that
innovative teaching with the use of technology has significant and positive large effect in
mathematics achievement.
In the study of Khambari et. al. (2010) in the pros and cons of technology in
Mathematics, overall the findings indicate that teachers were not only able to adapt laptops, but
they were now using the mobile technology in most of their activities in school. Laptop had
promoted efficient use of time because of its mobility, ability to be used in conjunction with ICT
peripherals, and accessibility to the Internet. It had also enhanced classroom instruction,
facilitated teachers in understanding students’ need, improved teachers’ work quality, offered the
opportunity to a wide range of resources through the Internet, and boost teachers’ ICT skills.
Educational Applications
Studies have long shown that teaching mathematics is becoming more and more difficult.
The challenge is to catch student’s attention and interest in the subject. Obviously, there is a
crucial need to incorporate new tools into the classroom to preserve the relevance of the
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educational institution (Pai, et al, 2012, Jelemenská, et al, 2011). There is a significant body of
digital tools to enhance the learning experience (Bray & Tangney, 2017). Zhang et al. (2015)
found that student performance in math improved through the use of mathematics apps and
technologies. research suggest that at-risk students in math may require the use of additional
strategies to increase their engagement and performance (Dotterer & Lowe, 2010). Thus, the use
of math apps may be an effective strategy to close the learning gap between typical and at-risk
Figure 1. The Log In Web Page at www.classdojo.com (left) and Teacher’s Account
Class dojo. In this web-based system, students receive avatars that they can customize.
When they do something good in class, their avatar receives a positive point but when they do
something bad, their avatar receives a negative point. These avatars are all controlled either by
the click of a mouse or by the touch of a finger on an application (app) on a mobile device
Researchers evaluated charts for ten classrooms (~150 students) and compared the type
of data collected by each teacher for each child. Findings indicated that teachers either used no
system, their own systems, or a computer-based system (Class Dojo) for charting behavior. An
analysis of each of these systems found that Class Dojo provided significantly more data
(positive and negative notations) in general, as well as more reliable data than any other system
reviewed (Krach et. al., 2017). In the study of Dadakhodjaeva (2017) using Class Dojo was
ClassDojo also used to communicate schoolwide announcements and send individual messages to
parents. These messages can be translated to the parents preferred language. ClassDojo also
employs a feature that allows educators to see how many and which parents have viewed their
Quipper School. Quipper School is a website that can be used to facilitate technology-
assisted learning. It can be said that Quipper School is part of the implementation of the concept
of OER as it 122 includes facilities for learning activities, learning materials in various forms
such as modules, textbooks, streaming videos, tests, software, and others to support access to
knowledge. Quipper school’s headquarter is based in London. It is widely used in UK, Mexico,
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Japan, Philippines, and Indonesia. Quipper School in Indonesia started its operation since 2014.
So far, users who sign in Quipper School Indonesia at the end of 2015 already more than 50,000
teachers and more than 250,000 students. However, from the number of teachers and students
was just 60 percent who become active users monthly. The teachers and students have come from
about 10,000 schools (with a ratio of 70 percent and junior high school 30 percent). Each online
class in Indonesia alone can accommodate up to 60 students, but teachers can still make an online
class as much as needed. This indicates good prospects of this domain. With Quipper School,
learning activities become more flexible, better done in a sinchronous and an asynchronous way.
In this learning management system, teachers and students have their own account. Teachers can
create classes according to their subject, and students can enter into the class by entering the code
given by the teacher. Learning interaction can be done by visiting the link to the students about
the material, tasks, and specific matters. Interactions can also be done with chat or message.
Quipper School provides free facilities and learning materials in the form of very various form of
articles, animations, and video tutorials. In addition to the material already available in the
One of the most recently established and popular LMS is The Quipper School
(henceforth QS). Quipper School is a web-based online learning website and application that is
http://school.quipper.com. QS has been widely used by teachers and students around the world
including those in Indonesia. A research investigating the affordability of QS reveals that QS has
at least three features that other LMS platforms such as Moodle and Claroline do not have. First,
QS does not require installation on an existing hosting site. It provides teachers and students with
a ready-to- use web-based learning application. Secondly, QS provides teachers with virtual
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storage that allows them to upload and keep their teaching materials and media such as
PowerPoint presentations, PDF files, pictures, and videos. Thirdly, the storage available on the
website helps the teachers to maintain their teaching and learning activity records, thus they can
monitor students’ learning activity. Having those excellent features, QS is gaining huge
popularity among teachers and students. However, the use of QS has not been as popular as it is
in other countries such as United Kingdom, Philippines, and Mexico. (Saptani, 2017)
QS as one of computer-assisted media has gain a huge popularity among educators and
students. The participants commonly know QS from their fellow teachers. Regarding the
frequency of using QS, G\generally, the participants use QS whenever the internet connection is
available for the students and most of the time outside the class. A participant adds that whenever
she could not come to the class, she asks her students to read materials from the website or
application and do the exercise available there. Participants use QS to enrich and vary their
To use QS in teaching and learning process, users need to choose role in the time of
account registration whether they are teachers or students. Different roles provide different access
to QS fearures. The ‘teacher role’ enables teachers to have full access to QS’s three main features
namely ‘creation’, ‘assessment’, and ‘learning’. The role also grants teachers access to
‘overview’, ‘assignments’, ‘curriculum’, ‘message’ and ‘manage’ menus. The ‘overview’ menu
provides brief information about active assignments submitted by the students and students’
individual performances. The ‘assignment’ menu allows teachers to create new assignments,
distribute them to students and monitor their progress. The ‘curriculum’ menu offers two options
for teachers regarding the learning materials; they can either use the materials available on QS
database, or they can develop their own materials and use them to teach their students. The
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‘message’ menu has two functions; firstly, it facilitates teacher-student communication, and,
secondly, it allows teachers to distribute notes to all students. Finally, the ‘manage’ menu allows
teachers to select course participants, group the students, and invite other colleagues to teach
Given access to those five features of QS, the three participants argue that the most useful
feature of QS is the Assignment menu, since it provides a lot of exercises for the students to
practice. In addition, concerning the teaching materials, teachers can either use the available
materials provided by QS or develop or upload their own materials. 234 Advances in Social
Science, Education and Humanities Research (ASSEHR), volume 82 Having provided the
materials by the website, the participants say that the materials are good and helpful. However,
sometimes they combine the available materials with those they make to enrich and vary the
materials.
When asked how QS is suitable to use as teaching media with students nowadays, the
participants have similar idea that this technology suits the students in this modern era in two
ways. First, students are familiar with the use of smartphones and personal computers. They are
skillful enough to work with such media. Therefore, it is feasible for them to use QS. Second,
engaging students with online learning will increase their motivation, since learning through QS
allow them to use tools that they generally like i.e. smartphones and computers. Regarding the
most suitable students’ level to implement QS with, the participants commonly suggest that the
most appropriate learners to work with this application are those in senior high school and
university level. In terms of students’ observed response towards the use of QS, the participants
say that their students are interested and enthusiast in using the media.
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Drawing on their experience of using QS, the teachers commonly summarized three
main problem in utilizing the media. Secondly, extended use of online class reduces students’
actual interaction both with teacher and their peers, in other words, the students interact only with
gadgets. Finally, On one hand, QS provides a wide range of teaching materials and becomes
potential alternative teaching media. On the other hand, to use this media, teachers and students
Google classroom. Google Classroom is considered as one of the best platforms out
there for enhancing teachers' workflow. "It provides a set of powerful features that make it an
ideal tool to use with students. ‘Classroom helps teachers save time, keep classes organized, and
improve communication with students. It is available to anyone with Google Apps for Education,
a free suite of productivity tools including Gmail, Drive and Docs (Google classroom, 2015).
Google Classroom is only six months old. Within this short period of time, it has managed to host
over 30 million assignments turned in by teachers and students that indicates that Google
Classroom is being "widely endorsed within the education community (Google classroom, 2015).
Google Classroom is meant to help teachers manage the creation and collection of student
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Drive and other Apps. Google classroom allows teachers to spend more time with their students
and less time on the paperwork, and it is now even better. Google's latest announcement brings
new functionality to Google Classroom. Included in the new functionality is the ability to add
more than one teacher, as well as to preparing for classes in advance as well.
At institutions currently signed on with Google, there are several ways in which Google
Google Classroom has the potential to streamline communication and workflow for
students by providing a single access point to discussion threads and assigned work
Google Classroom can help students to keep their files more organized because all their
Faculty can more quickly identify which students may be struggling with their
Grading processes can be simplified because of the grading features associated with
student submissions.
Features of Google Classroom. Google Classroom is very simple to create and to use.
Here all available features are integrated. Once a new course space is created, the instructor can
see three taps . These are labeled as about, students and stream. In the same page, on the bottom
of the right side, he or she can see a plus sign. If the instructor clicks on it, four different tabs will
open named reuse post, create question, create assignment and create announcement. A teacher
can keep all files save in the Google Drive. He or she can grade, attach you tube or any link for
instructional purpose. From Google Classroom, a teacher can send mail to all students at a time.
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Benefits of Google Classroom. Janzen, M. (2014), points out the following benefits of
using Google Classroom. Easy to use: It is very easy to use. "Google Classroom’s design
purposefully simplifies the instructional interface and options used for delivering and tracking
assignments; communication with the entire course or individuals is also simplified through
announcements, email, and push notifications."(Janzen, M. 2014) Saves time: Google classroom
is designed to save time. It integrates and automates the use of other Google apps, including docs,
slides, and spreadsheets, the process of administering document distribution, grading, formative
assessment, and feedback is simplified and streamlined. Chehayeb, A. (2015), Google Classroom
Software Engineer mentions that they built classroom " to save time". He claims that Google is
launching some features like export grades to Google Sheets, easier to update grade point scale
,keyboard navigation for entering grades, sort by name on grading page etc to save teachers' time.
Cloud-based: Google Classroom presents more professional and authentic technology to use in
learning environment as Google apps represent "a significant portion of cloud-based enterprise
communications tools used throughout the professional workforce." (Mary, 2014) Flexible: This
app is easily accessible and useable to instructors and learners in both face-to-face learning
environments and fully online environment. This enables educators to explore and influence
"flipped instructional methods more easily as well as automate and organize the distribution and
Free: Google Classroom itself is not necessarily available to learners without access to an
educational institution. But anyone can access to all the other apps, such as Drive, Docs,
Spreadsheets, Slides, etc. simply by signing up for a Google account. Mobile-friendly: Google
Classroom is designed to be responsive. It is easy to use on any mobile device. "Mobile access to
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learning materials that are attractive and easy to interact with is critical in today’s web connected
Keeler, A. ( 2014) also mentions several other benefits of using Google Classroom. She
mentions how Google Classroom ensure streamline counseling only by posting an announcement.
Crawford, A. R. ( 2015) states that Google Classroom facilitates collaborative learning. Here
teacher can upload materials and can give feedback to students. Students also can upload
materials and make personal comment. Moreover, students can collaborate with each other. They
can share their documents and assignment and thus they can produce the best assignment. Keeler,
A (2014) also states that Google classroom encourage collaboration between students.
According to research of Iftakhar (2016) about the using google classroom during class,
one teacher mentions that Google Classroom features enable him and his learners to have better
interaction. The students preferred Facebook to Learning Feedback System for announcing a quiz
date or a topic for the upcoming class or assignment. But when he starts using Google Classroom,
it becomes popular among students as they can get all reading materials and resources, lesson
plan, course outline beforehand. The teacher can instruct his students very easily (Iftakhar, 2016)
Figure 4. Quizziz Log In Web Page at www.quizizz.com (left) and Teacher’s Account
(MacNamara & Murphy, 2017). The colorful interface, avatars and music provide students a
similar experience as a game does. After students answer each question, Quizizz will show
pictures with memes to tell whether the answer is right or wrong. This is a treat to students
(Miller, 2017).
In Quizziz no projector is necessary because players see questions and answer options on
their own screens. Quizizz allows you to create multiplayer quizzes that work on almost any
device. The question order is randomized for each student, so you wouldn't worry about cheating.
With Quizizz, players don’t have to wait for the whole class when they finish answering a
question before they continue to the next one. If you prefer to stop after each question, then
Kahoot is better. You can stop and discuss after each question, immediately checking the
understanding. With Quizizz, players finish through questions at their own pace limiting all
discussion to after all questions have been answered. Quizizz gives the opportunity to complete
the quiz with music and silly “correct” or “incorrect” images drawn from popular media. These
pictures with fun/funny messages are a treat. They’re displayed after a question is answered to
show whether it’s right or wrong. Quizizz even lets you create your own (see image at right). You
can use their pre-loaded images or upload your own. As the teacher, once the quiz is over, you
have access data and analyze reports. You can see the overall class performance on a particular
Quizizz also has an integration with Google Classroom. So, if you are using that learning
management system you can easily push out your quizzes to your students, and they will already
be authenticated using their school emails. Some of the features of Google Classroom integration
include the following: 1) Quizizz reports will show the actual names of your students; 2) Student
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safety is enhanced since they are logging in with their Google accounts, and 3) Facilitate
assignment tracking since completion reports are available in Google Classroom. Quizizz is
definitely fun. But when everyone is answering different questions at different times, you lose a
bit of the excitement. When a Quizizz game is over, you can review all the questions all at once,
achievement. Students’ preceding learning (readiness), enthusiasm for learning, and the way the
input is introduced to them are some of the factors that influence their ability to learn (Eltegani
and Butgereit 2015). Diverse learning styles among the students also contribute to the way they
engage in the activities conducted by the educators. Sustaining the students’ interest and
participation is a struggle that leaves the educator in a quandary. This is because students’
involvement plays an important factor in their achievement and performance (Handelsman et al.
2005) measured during either the formative or summative assessment. Mohd et al. (2016) found
that active students are more likely to perform well as they retained more knowledge during
learning activities.
Quizizz is designed to increase social learning. It’s particularly effective with kids, but
quizzizz can be effective for all learners. Students can use a computer or mobile device to answer
assigned questions and are awarded points for correct answer. More importantly, with Quizizz,
anyone can be a winner if they simply answer a question correctly. There is an option to either
create your own game and question or use someone else’s quiz, even editing their questions. You
also can use the site through screen-sharing tools such as Skype or Google hangouts (Quizizz,
2018). Quizizz also offers more private response results, with the teacher screen showing
progress but no leader. Upon answering each question in Quizizz, students receive a meme
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praising them for their correct answer or poking a little fun at them for missing the question
(Eatherton, 2016). Quizizz gives users the option to assign questions as “homework,” as opposed
to solely live game play. When it comes to results, Quizizz goes a step further, showing a
complete breakdown of each question, all the way down to each person’s results, allowing
Teachers using Quizizz in their classes, can transfer many starting and repetition tasks into
entertaining and largely participated activities. This software enables the teacher to use any
browser, prepare his/her own tests and opportunities to examine tests prepared by other teachers.
All resources are password free and needs no username to access. In order to participate in a
gamified activity, all is needed is a ―code‖ which is announced by the teacher to the students, to
Prior studies describe different ways of applying Quizizz. Quizizz can be used to
organize classroom activities and prepare tests (Dean, 2017; MacNamara & Murphy, 2017).
Quzizz can also be used in flipped class lectures (Porcaro et al., 2016; Dayal, Green, & Browne,
2016). Boulden et al.,(2017) use Quizizz and other educational apps to help students recognize
the difference between productive and nonproductive questions. Suo et al., (2018) apply Quizizz
in the Arabic classroom and find that it is effective to enhance students’ learning as a game-based
learning tool. Quizizz is also applied in Physics course enrolled by engineering students and is
found to be effective in increasing learning outcomes and decreasing anxiety (Aşıksoy & Sorakin,
2018). Hamilton-Hankins (2017) introduce Quizizz in an English Language Arts Classroom and
engagement (Hanus and Fox 2015; Kuo and Chuang 2016; Sanmugam et al. 2016). Gamification
is the use of game design elements in non-game settings to engage participants and encourage
desired behaviors. Technological developments allow the use of game elements in a non-game
context by extending the methods that can be employed by educators in developing lesson plans
Figure 5. Padlet dashboard (left) and sample students’ posting in an activity (right)
Padlet. Padlet provides a free, multimedia friendly wall which can be used to encourage
real-time, whole class participation and assessment. If you have ever led an in-class activity
where you have asked students to write ideas on sticky notes and then place their sticky notes on
a big piece of paper or wall in order to collect ideas from the whole class, Padlet provides a
similar experience online (Fuchs, 2014). Padlet is a useful tool in the information literacy
classroom because it works on a variety of different devices, does not require participants to
Padlet allows students to communicate with their classmates, as well as their teacher, in
regards to class content (Fiester and Green, 2016). According to Fiester & Green (2016), Padlet
allows for students to be actively engaged in a lesson when they may otherwise be distracted.
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Padlet may also serve as a formative assessment tool for teachers. On the other hand, it may serve
as a bulletin board where students can post their thoughts, ideas, questions, and answers. Students
may then participate in discussion with their peers by replying to each other’s posts (Fiester &
Green, 2016). Such engagement in peer conversations allows teachers to see what their students
are thinking. According to Smith and Mader (2016), the metacognitive processes behind students’
thinking become apparent to teachers through the use tools such as Padlet. According to Fuchs
(2014), Padlet can be used for a variety of classroom purposes. Teacher questions can be posted
to the wall, as opposed to asked verbally to the class. Students then have the opportunity to not
only submit their answer, but also to read and evaluate their classmate responses. Teachers can
request that students copy and post related links and images for a given lesson. Padlet can also be
In addition, Fuchs (2014) state on her findings that using Padlet in instruction has
provided a non-threatening space for the collection and curation of collaborative classroom work.
All students can contribute and learn from one another. All voices can be heard on a graffiti wall,
Mathematics Performance
RRL
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This study investigates the anxiety level of respondents in mathematics with the use of
traditional and blended learning approaches as they relate to their performance. Specially, it
2. What is the level of respondents’ mathematics anxiety before and after performing as
follows:
models used?
gender?
respondents?
Definition of Terms
Mathematics Performance
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Blended Learning. blended learning involves combining Internet and digital media with
established classroom forms that require the physical co-presence of teacher and students (Yu,
2019)
Traditional Teaching
Teaching Approach
Educational applications
Conceptual Framework
The conceptual framework of the study is shown in Figure 1. In the figure, a series of
learning competencies will be taught to the respondents alternately using different approach
known as traditional teaching approach and blended learning approach. These approaches are
Period 1
Traditional
Period 3
(Phase A)
Period 5 Mathematics
Performance and
Anxiety Level
Period 2
Blended Learning
Period 4 (Phase B)
Period 6
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Salle Araneta University, Basic Education Department will be selected in this study. The
Teachers. This study will create an avenue for the teachers to evaluate their teaching
approaches to better instill learning to the students. It is also helpful for teachers to identify what
best approaches and practice will make the students more engage and appreciative with the
teaching and students’ learning in school. Assessment of facilities, school environment, and
policies implemented in school may also be a basis for considerations based on the findings of
this study.
Department of Education. Findings of this study will provide DepEd officials the data
as the basis of giving directives to educational institutions. This study may also give the
department a wider perspective on how to help educators in terms of providing quality education
Policy Makers. Findings of this study will provide the policy makers the opportunity to
have a clear perception that will help them in making guidelines with the use of educational tools
33
and approaches. With this information, new policies may be formulated for the improvement of
school management.
Research has found that Blended Learning (BL) may serve as an effective tool for
increasing student engagement and academic performance (Bartsch & Murphy, 2011; Blood &
Need, 2008; Cydis, 2011; Dunn, Richardson, Oprescu, & McDonald, 2012; Gauci, Dantas,
Williams, & Kemm, 2009; Moratelli & DeJarnette, 2014; Shaffer & Collura, 2009; Stowell &
Nelson, 2007). However, there is limited research exploring the effect of BL with the use of
the effect of BL in the mathematics classroom of middle schoolers. Moreover, few studies have
been conducted to examine the effects of using mathematical apps and technologies to increase
the engagement and academic performance of at-risk students (Ysseldyke et al., 2004; Zhang et
al., 2015). This study will add to the literature by investigating the effects of using the BL with
selected educational applications to increase the academic performance and reduce mathematics
anxiety level of students in a sixth grade regular mathematics classroom. The present study aims
to use BL approach to increase student academic performance and reduce anxiety level in the area
of mathematics. Results of this study may provide implications for teaching students in a
This study is delimited only on the sixth-grade students’ level of mathematics anxiety and
performance with the use of traditional and blended learning approaches in De La Salle Araneta
Chapter 2 Methods
Research Design
The study used quantitative approach that examined the math performance and anxiety
An interrupted time series (ITS) design will be employed, where replication of the
intervention effects will be examined across individualized participation goals and across
participant. A time series is a set of measurements taken at intervals over a period of time. The
interrupted time series design is like a pretest-posttest design in that it includes measurement of
the dependent variable both before and after the treatment. It is unlike the pretest-posttest design,
however, in that it includes multiple pretest and posttest measurement (Price et al., 2019). In ITS
study, a time series of a particular outcome of interest is used to establish an underlying trend,
The study will follow an ABABAB alternating baseline pattern. During phase A, baseline
data will be collected for two weeks for period 1/6 and 1 week each for periods 3/6 and 5/6.
Baseline data will be collected using an observation checklist, student academic weekly
assessment grades and anxiety level scale (mAMAS). During Phase B, the intervention phase,
students will use the educational applications for a week daily for periods 2/6, 4/6 and 6/6 during
served as the independent variable, while student academic performance and anxiety level will be
served as the dependent variables. Data will be collected daily each week using the observation
checklist and periodically for student academic grades and anxiety level. This alternating
procedure will be implemented to reduce the impact of the weekly mathematics content on
36
student performance data gathered to investigate the effect of the educational application as
blended learning approach. This pattern will be continued until study conclusion. Student
related to current mathematical content. Student level of math anxiety will be measured before
and after each phase in every period occurs. At the end of the study, students were given a Likert
scale satisfaction survey to provide feedback on the use of Educational applications as blended
learning approach.
Research Procedure
In order to obtain data for this study, a formal request for data collection will be secured
from the Principal and Vice Principals for Academics of DLSAU, Malabon City. The data
collection will be personally carried out by the researcher. The respondents of the study will be
given enough time to answer each questionnaire in to six (6) phases. The questionnaires will be
checked, scored, organized into tabular form, and subjected to statistical analysis.
The research study will be implemented over a seven-week period from August 2019 to
October 2019. Prior to the intervention, the students will be taught how to use the educational
applications. They will be taught how to access the application via URL and mobile applications
projected on the white screen. They will be also given the opportunity to practice navigating
through the virtual wall and posting responses to given questions and topics.
Instructional design. Identical instruction will be provided by the teacher in both phases
of every periods. The groups received the intervention on alternating weeks once the initial
baseline phase was completed. During baseline/Phase A, students moved directly from guided to
independent practice. The researcher will be completed the engagement checklist at the start of
37
independent practice and students will be administered the daily assessment at the conclusion of
independent practice.
immediately during and after guided practice. Students will use a URL provided by the teacher to
access each day’s blended learning activity. Each teacher created activity will include a
summarizing key information, solving basic computation or word problems, or examining errors
in given problems. Students will answer the question or respond to a topic by posting to the
educational app appropriate for the activity. Collaboration between peers will be occurred as
students commented on each other’s work. During this collaboration time, teacher feedback will
independent practice immediately after using educational applications. The researcher will be
completed completed the engagement checklist at the start of independent practice and students
Observations. Immediately after guided practice, the researcher will observe the students
as they begin working on their independent practice. The researcher will use a timer to check
student engagement every minute for ten minutes. The researcher will observe the students’
engagement from the back of the classroom. During each interval, a checkmark will be used to
indicate on-task behaviors, while an “x” will be used to indicate off-task behaviors.
Anxiety level. To measure the anxiety level of the students in mathematics, the Modified
Abbreviated Math Anxiety Scale (mAMAS) of Carey and her colleagues (2017) will be used. The
questionnaire is composed of two sub-scales (learning, and evaluation) with Cronbach’s alpha of
38
0.80. Before and after each period, respondents will complete a 9-item math anxiety scale. The
items of the questionnaire were categorized into two subscales. The learning and assessment
subscales are randomly assigned within the questionnaire without the student’s knowledge. The
Modified abbreviated math anxiety scale. An anxiety scale will be adopted to determine
Instructions:
Please give each sentence a score in terms of how anxious you would feel during each
situation. Use the scale at the right side and circle the number which you think best describes
how you feel.
Quite a
Low Some Moderat High
bit of
anxiety anxiety e anxiety anxiety
anxiety
1. Having to complete a worksheet
by yourself. 1 2 3 4 5
problem.
8. Finding out you are going to have
a surprise mathematics quiz when 1 2 3 4 5
you start your lesson
9. Starting a new topic in
mathematics. 1 2 3 4 5
Figure 7.
Academic performance. After completing each phases of every period with necessary
and relevant independent practices, students will complete a 20 question summative assessment.
Questions will be related directly to the content from the scope of each phase’s lesson. Students
will work quietly and independently to complete the assessments. They will be permitted to ask
clarification questions only. Once completed, students will turn in their assessments directly to
the teacher.
Student academic progress table. An academic progress table was developed to record
Survey. At the conclusion of the study, all participants will complete a satisfaction
survey. All responses will be anonymous. After reading the survey statements aloud, the teacher
will step outside of the room so the students could complete and turn in their completed surveys.
The tenth question requested that students share any additional comments regarding the
use of Padlet. All student surveys were completed anonymously (see Figure 3).
Use a check mark to select your level of agreement for each statement listed below:
Note: Educational applications below includes, class dojo, google classroom, quizziz, padlet,
quipper school.
AgreeStrongly
DisagreeStrongly
Disagree
Neutral
Agree
1. Educational applications were easy to use.
2. Educational applications were difficult to use
3. Using educational applications helped me to
better understand what I was learning in class.
4. Educational applications allowed me to easily
work together with my classmates.
5. I felt comfortable sharing my ideas on
educational applications.
6. After using educational applications, I performed
higher on my daily assessments.
7. After using educational applications, I was more
engaged in my learning.
8. I enjoyed using educational applications.
9. I would like to use educational applications in the
future.
41
10. Please share any additional comments regarding the use of Educational applications
below:
______________________________________________________________________________
______________________________________________________________________________
Figure 9.
Data Analysis
Graphs will be created to illustrate and visually compare each phase of data collection.
Data points for this study will be occurred between 3-5 days a week. Student academic scores
from the academic assessments will be collected every period. Student engagement checks will be
collected daily over 10 one-minute intervals. All data will be recorded into a spreadsheet.
academic scores will be ranged from 0-20. Anxiety level from 1-5 and engagement checks ranged
from 0 to 10 points.
Table 1.
The Modified Abbreviated Math Anxiety Scale (mAMAS) Categorized as Learning and
Evaluation Thinking about a math test the day before you take it.
Finding out you are going to have a surprise maths quiz when
you start your maths lesson
Figure 10.
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Curriculum Vitae
Photo
JOSE NIÑO R. SALES
EDUCATIONAL BACKGROUND
May 2020 DE LA SALLE ARANETA UNIVERSITY
Victoneta Ave., Malabon City
Master of Arts in Education
Major in Mathematics
AFFILIATIONS
2015 – Present Mathematics Teacher Association of the Philippines
Adress