Migalang Et Al Project Facemas

Project FAcEMAS: FLEXIBLE & ACCESSIBLE EDUCATION FOR MILLENIALS IN
ALUBIJID SENIOR HIGH SCHOOL.
An Action Research
GILDEN MAECAH M. MIGALANG

JOREY L. LUDENA
DIOSYJEANNE SIMYUNN
Teacher II
Alubijid National Comprehensive High School
Department of Science, Technology, Engineering and Mathematics
Alubijid District
ii
APPROVAL SHEET
This action research entitled “Project FAcEMASh: FLEXIBLE & ACCESSIBLE

EDUCATION FOR MILLENIALS IN ALUBIJID SENIOR HIGH SCHOOL.”, conducted and
submitted by Gilden Maecah M. Migalang, Jorey L. Ludena, Diosyjeanne Simyunn
Teacher II, Alubijid National Comprehensive High School, this district, in fulfillment to the
requirements in the conduct of research has been examined and recommended for
approval and acceptance.
SHIELLA B. DIANGO
Head Teacher
District Research Coordinator
Approved by the panel of the District Research Committee in fulfillment of the

requirements in the conduct of research.
SHIELLA B. DIANGO LESLIE C. BOLES

School Head School Head
Member Member
ABDON R. BACAYANA, PhD

Principal II
Member
IMELDA P. GALARRITA
Public Schools District Supervisor
ii
APPROVAL SHEET
This action research entitled “Project FAcEMASh: FLEXIBLE & ACCESSIBLE

EDUCATION FOR MILLENIALS IN ALUBIJID SENIOR HIGH SCHOOL.”, conducted and
submitted by Gilden Maecah M. Migalang, Jorey L. Ludena, Diosyjeanne Simyunn
Teacher II, Alubijid National Comprehensive High School, Alubijid District, this division, in
fulfillment to the requirements in the conduct of research has been examined and
recommended for approval and acceptance.
LINDO M. CAYADONG
Senior Education Program Specialist
Division Research Coordinator
Approved by the panel of the Schools Division Research Committee in fulfillment of the
requirements in the conduct of research.
IRISH KARYLLE D. MONTE, PhD LINDO M. CAYADONG, PhD

Senior Education Program Specialist Education Program Supervisor
Member Member
RHODORA L. GALLARES, PhD EMAN A. LACHICA, PhD

Education Program Supervisor Education Program Supervisor
Member Member
MARK LORREN T. TEJANO, LPT VEVIAN T. TUASON, PhD, RGC

Budget Officer III/AO V Education Program Supervisor
Member Member
MARIA TERESA M. ABSIN, PhD ERLINDA G. DAEL, PhD, CESE

Chief Education Supervisor Chief Education Supervisor
Co-Chairman Co-Chairman
NIMFA R. LAGO, MSPh, PhD, CESO VI

Assistant Schools Division Superintendent
Chairman
JONATHAN S. DELA PEṄA, PhD, CESO V

Schools Division Superintendent
Consultant/Adviser
iii
PORFORMA FOR RESEARCH ENTRY
Title: Project FAcEMASh: FLEXIBLE & ACCESSIBLE EDUCATION FOR MILLENIALS

IN ALUBIJID SENIOR HIGH SCHOOL
Research Proponent: Gilden Maecah M. Migalang, Jorey L. Ludena and Doisyjeanne
Simyunn
Position: SECONDARY SCHOOL TEACHER II
Division/District: Division of Misamis Oriental/ Alubijid District
Oral Presentation: Kindly check (/)
Theme 1 (Teaching and Learning)
Theme 2 (Child Protection)
Theme 3 (Human Resource Development)
Theme 4 (Governance)
Poster Presentation: Kindly check (/)
Theme 1 (Teaching and Learning)
Theme 2 (Child Protection)
Theme 3 (Human Resource Development)
Theme 4 (Governance)
FULL VERSION OF THE RESEARCH PROJECT
Endorsed by:
Schools Division Research Committee

Project FAcEMASh: FLEXIBLE & ACCESSIBLE EDUCATION FOR MILLENIALS
IN ALUBIJID SENIOR HIGH SCHOOL
Abstract
Project FAcEMASh is an intervention program aims to assist and cater students’

with various needs and capabilities to learn in various Learning Delivery Modalities. In
this program, students will be divided into three (3) Clusters/Categories which were based
on their available resources, and health and economic conditions. Every clusters has a
specified instructional delivery modes, assessment, monitoring, and class sessions. This
study preliminarily investigated the effectiveness of Flexible & Accessible Education for
Millenials in Alubijid Senior High School, Alubijid, Misamis Oriental. Specifically, it aimed
to cluster classification of the participants, in terms of their online readiness, independent
learning and cluster; identify the level of implementation on the weekly home learning
plan and individual learning monitoring plan; determine students’ academic achievement
(pretest and posttest) as exposed to the project; describe the views of students towards
the distance learning modalities and ascertain a significant difference on students’
academic achievement as exposed to the project.
Preliminary Studies revealed that 29 or 80.56% of the participants were ready for
online sessions, 16 or 44.44% were classified as Independent Learners and 13 or 36.11%
has at least with Smartphone but Internet Connection is unstable sometimes.
Assessments also revealed that Cluster 3 students performed better than other clusters.
Furthermore, students had a positive views on blended instructions. Paired t-test also
revealed that the assessment scores of the students have improved significantly at 0.05
level.
Keywords: Clustering, Learning Delivery Modalities, Accessible Education, Flexible

Learning, Distance Learning
III. ACKNOWLEDGEMENT
This research output would not have been realized if not for the efforts and
collective cooperation of intelligent and hardworking minds. The researchers would like
to extend their heartfelt gratitude to the following individuals who have extended their help
for the success of the study.
To Alubijid National Comprehensive High School School Principal Dr. Abdon R.
Bacayana, for allowing the authors to conduct the study in the school;
To the research participants and colleagues, for their active support and
cooperation;
To the parents for their unwavering love and support;
To the guidance counselor and staff for their full cooperation despite their hectic
schedule and appointment;
And above all, to our most powerful and loving ALMIGHTY FATHER for giving the
authors knowledge, wisdom and good health in making this paper.
Authors
TABLE OF CONTENTS
PAGE
Cover Page i
Title Page
Approval Sheet
Porforma for Research Entry
Abstract
Acknowledgment
Context and Rationale
Innovation, Intervention, and Strategy
Action Research Questions
Action Research Methods
a. Participants and/or other Sources of Data and Information
b. Data Gathering Methods
Discussion of Results and Reflection
Action Plan
References
Financial Report
APPENDICES
Curriculum Vitae
IV. Context and Rationale
The perennial problems on student’s achievement test results and the international
ranking of the Philippines in reading, scientific and mathematical literacy are at risk as the
world faces the global health crisis. In a study conducted at Alubijid NCHS – SHS to our
senior high student’s resources, internet availability and online learning experiences, the
study revealed that students’ attendance in new normal scheme of instructional delivery
can be affected by their parents occupation, availability of internet and gadgets, financial
problems and others.
Further studies also revealed that senior high school students has varied learning
independence and online learning readiness. Dry run results also revealed that mostly of
our students developed a positive learning perception and satisfaction to the learning
processes as they we’re exposed to both virtual and modular approach. However, some
manifested least satisfied due to the unstable mobile connection and insufficiency of
resources.
The school recognizes the importance of providing accessible, comprehensive,
and quality Education for All with emphasis in addressing the diversity of learners
considering their available resources and geographical location. With this, the school
would implemented the Project FAcEMASh: Flexible & Accessible Education for Millenials
in Alubijid Senior High School. This intervention program aims to assist and cater
students’ with various needs and capabilities to learn in various Learning Delivery
Modalities. More importantly, it aims to assure that no student is left behind and address
their diverse learning capabilities and instructional needs during this global health crisis.
V. Innovation, Intervention and Strategy
Project FAcEMAS: Flexible & Accessible Education for Millenials in Alubijid Senior
High School. This intervention program aims to assist and cater students’ with various
needs and capabilities to learn in various Learning Delivery Modalities. More importantly,
it aims to assure that no student is left behind and address their diverse learning
capabilities and instructional needs during this global health crisis.
In this program, students will be divided into three (3) Clusters/Categories which
were based on their available resources, and health and economic conditions. Every
clusters has a specified instructional delivery modes, assessment, monitoring, and class
sessions. Cluster 1: Students with NO Resources; Cluster 2: Students with LIMITED
Resources and Cluster 3: Students with GOOD Resources
C1 Students C2 Students C3 Students

At least has a keypad Atleast with Smartphone, With smartphone,
phone, Has no access Internet Connection is With full access of
to internet, residency is unstable sometimes, Has internet has stable
miles away from school. limited access to internet, connection, slightly
Mobile Connection is financially challenged, financially challenged,
Characteristics of too difficult, Extremely physically fit or with physically fit, Working
Students Financially Challenged, bearable health student with flexible
with Existing Health condition, working time. Can work
Condition student with slightly independently
flexible time, Can work
collaboratively and
independently
Printed Module, RBI- Softcopy/printed module, Softcopy module,
TVI, SMS Conference, RBI-TVI, Online Digital resources,
Calls, FB Messenger, (Seldom) 1 to 2 online RBI-TVI, Online
FB Audio Recorded and sessions, Digital (Often), 2 to 4 online
Blended – resources, SMS sessions, SMS
Applicable Learning RBI/TVI/Module/Phone Conference, Calls, FB Conference, Calls, FB
Delivery Modalities
Call Messenger, Blended – Messenger, Pure
RBI/TVI/M/Online Online Instruction or
Blended but with
more virtual class
sessions.
Portfolio e-Portfolio in Google Technology-based
Assessment & Drive or Hardcopy of the assessments
Evaluation of Works
Portfolio
Outputs will be Outputs will be submitted
Outputs will be
Ways to Submit submitted on-site by the on-site by the parent or
submitted by the
Outputs parent. online through google
student virtually.
drive by the student.
Adviser/ Teacher near Adviser/ Subj Teacher Adviser/ Subj Teacher
the residency of the Classroom Officers will Classroom Officers
child. Constant help in the monitoring of will help in the
communication through their classmates’ monitoring of their
phone call with progress. Improved classmates’ progress.
Monitoring
parents/guardians. communication through Improved
phone call with communication
parents/guardians. through phone call
with
parents/guardians.
Once, done through Max of 2 Online Sessions Max of 4 Online
Class in a week
phone call. Sessions
VI. Action Research Questions
This study preliminarily investigated the effectiveness of Flexible & Accessible
Education for Millenials in Alubijid Senior High School, Alubijid, Misamis Oriental.
Specifically, it sought to answer the following questions:

1. What is the cluster classification of the participants, in terms of:
a. online readiness;
b. independent learning; and
c. cluster?
2. What is the level of implementation on the weekly home learning plan and
individual learning monitoring plan?
3. What is the students’ academic achievement (pretest and posttest) as
exposed to the project?
4. What are the views of students towards the distance learning modalities?
5. Is there a significant difference on students’ academic achievement as
exposed to the project?
VII. Action Research Methods
a. Participants and/other Sources of Data and Information

There were thirty six (36) respondents, who were under Grade 12 Science,
Technology, Engineering and Mathematics (STEM) Strand of Alubijid National
Comprehensive High School.
Independent Learning Online Readiness Recommended Cluster

Very High C1/C2/C3
High C1/C2/C3
INDEPENDENT
Moderate C1/C2
Low C1
Very High C1/C2/C3
High C1/C2/C3
INSTRUCTIONAL
Moderate C1/C2
Low C1
Very High C1/C2/C3
High C1/C2/C3
BEGINNER
Moderate C1/C2
Low C1
b. Instrumentation
The study utilized the academic and non-academic assessment.
Academic Performance
Eighty (80) teacher-made multiple choice test items was constructed on
selected topics of Practical Research II. This was administered to the students’
to assess their prior knowledge and understanding. The test developed was
first validated by a Research teacher and experts. It was field tested and
administered to Grade 12 Science Technology, Engineering and Mathematics
Track and General Academic Track of Alubijid National Comprehensive High
School – Senior High School for the reliability of the questionnaire. Using
Pearson Reliability Test, it was calculated that the Cronbach alpha of the test
questionnaire was 0.738, which means that it is good for classroom test.
To measure the students’ academic performance, the following scale was
adapted from the Department of Education Order No. 8, series of 2015.
Percentage Equivalent Transmuted Grade Descriptive Interpretation

84.00 to 100 90 to 100 Outstanding
76.00 to 83.99 85 to 89 Very Satisfactory
68.00 to 75.99 80 to 84 Satisfactory
61.60 to 67.99 75 to 79 Fairly Satisfactory
0.00 to 61.59 Below 75 Did Not Meet Expectations
Students’ Independent Learning Readiness Test (ILRT)

A Students Independent Learning Readiness Test (ILRT) composed of
12 questions and adopted from Department of Education - Open High School
Program was administered to assess students’ independent Learning
Readiness.
The statements are list of competencies that are expected to be
demonstrated by the learners. This test uses a 3-point likert scale, where three
(3) point means that students can demonstrate competencies with least or no
supervision/assistance from the teacher; 2 with some supervision/assistance
and 1 means much supervision is needed from the teacher. After answering
the test, adding all the point responses shall be used to interpret the total rating
as:
Added Scores Interpretation
29 to 36 Independent Level
20 to 28 Instructional Level
12 to 19 Beginning Level
Students’ Online Readiness Scale

An e-survey on Online Learning Readiness was used to assess
students’ readiness for online learning. Post survey feedback were provided
with information on what students can expect from an online course.
This 24-item survey consisted of (6) components such as expectations,
self-direction, learning preferences, self-study habits, technology skills and
hardware and software requirements. The questionnaire was adopted from
Nassau Community College, a public community college in Garden City, New
York, USA. The following were adopted from Pimentel (2019) and embedded
in the 4-point Likert scale for the affective readiness of the participants.
Scale Range Descriptive Rating Qualitative Interpretation

4 3.28 to 4.00 A lot Very Ready
3 2.52 to 3.27 Some Ready
2 1.76 to 2.51 A little Approaching Readiness
1 1.00 to 1.75 Not much Developing Readiness
Blended Course Student Survey

A Blended Course Student Survey was utilized to provide valuable
information through their feedback regarding experiences in the blended
environment. This 15-item open educational resource survey was adopted from
the University of Central Florida and the American Association of State Colleges
and Universities, The notations of the scale is referred to as 5 – Strongly Agree; 4-
Agree; 3-Neutral; 2-Disagree and 1-Strongly Disagree
Legend:

4 3.28 to 4.00 Strongly Agree Very High Level
3 2.52 to 3.27 Agree High Level
2 1.76 to 2.51 Disagree Low Level
1 1.00 to 1.75 Strongly Disagree Very Low Level
c. Data Gathering Methods
Pre-implementation Phase
In this study, research ethics were observed by sending letters to

school administrators about the study. Before the implementation of the
intervention, intensified student and parent orientation were conducted to
orient them on the features of the program at the same time important
contact details were collected. Online Readiness, Learning Independence
and Clustering Classification were administered to determine students’
capacity to attend classes, learning resources and independence. Module,
Activity Worksheets and other monitoring forms were provided in the
Learning Kit to parents during distribution schedule. Enclosed on the kit
were Lessons’ Week Schedule, self-learning time plan schedule and the
grading system used. Softcopy and hardcopy of the preliminary assessment
questionnaire were provided to determine students’ prior knowledge-based
understanding on the concepts of quantitative research.
Implementation Phase
During the implementation, classes were conducted in varied means.
For C1 Students, Hardcopy of the preliminary assessment sheets were
provided to determine students’ prior knowledge-based understanding on
the concepts of quantitative research. Classes were conducted once a week
to by combining available resources with the modular activities through
innovative Blended Learning (iBlended) to determine students’
misconceptual understanding and clarify some activities provided. After the
phone session, students were tasked to answer the thinking log. Twice a
week parents were called to facilitate the students for any problems
encountered and provide immediate feedback and solutions through phone
call.
For C2 students, Preliminary assessment were provided via edmodo
to determine students’ prior knowledge-based understanding on the
concepts of quantitative research. Classes were conducted twice a week by
blending online resources and platforms with the modular activities to
discuss important. After the scheduled online session, students are tasked
to answer the evaluation form. Learning Action Cells (LAC) Sessions were
provided to facilitate learning outputs and monitoring students’ progress.
LAC Sessions were scheduled once a week. During the conduct of online
classes, students will answer the online worksheets to promote active
learning. After the session, students will send a photograph of their answers
and answer an e-copy of the thinking log. After a week session, students
are tasked to upload a photo with their reflection on it as a caption. Atleast
once a week parents were called to facilitate the students for any problems
encountered and provide immediate feedback and solutions through phone
call.
Preliminary assessment were provided via edmodo to determine
students’ prior knowledge-based understanding on the concepts of
quantitative research was administered to C3 Students. Classes were
conducted twice a week to discuss the competencies that are required to
be attained at the end of the subject. To add some enhancement activities,
these students were provided a paper critique task to do. After the
scheduled online session, students are tasked to answer the evaluation
form. Learning Action Cells (LAC) Sessions were provided to facilitate
learning outputs and monitoring students’ progress. LAC Sessions were
scheduled twice a week. During the conduct of online classes, students will
answer the online worksheets to promote active learning. After the session,
students will send a photograph of their answers and answer an e-copy of
the thinking log. After a week session, students are tasked to upload a photo
with their reflection on it as a caption. Atleast once a week parents were
called to facilitate the students for any problems encountered and provide
immediate feedback and solutions through phone call.
Post Implementation Phase
Post & Retention tests was provided to measure students’ gained

knowledge. Other evaluation forms were provided as a basis to improve the
program intervention.
VIII. DISCUSSION OF RESULTS AND REFLECTION
Students’ frequency on online readiness, independent learning classification and
chosen clusters is presented in Tables 1.
Table 1. Summary of Independent Learning, Online Readiness Level and Cluster of the
participants
Percentage
Level Frequency
(%)
Very Ready 5 13.89
Online Ready 29 80.56
Readiness
Approaching 2 5.56
Independent 16 44.44
Independent
Learning Instructional 15 42.67
Classification Beginner 5 13.89
Cluster 1 12 33.33
Cluster Cluster 2 13 36.11
Cluster 3 11 30.56
As can be gleaned from the table, 29 or 80.56% of the participants are ‘Ready’ in
online learning, 16 or 44.44% are classified as ‘Independent’ learners and 13 or 36.11%
are clustered II. This implies that the participants are self-motivated, understands that
learning is their responsibility and can learn on their own with least or no supervision from
the teacher. They have at least with Smartphone but Internet Connection is unstable
sometimes and limited learning resources are limited.
Table 2.1. Frequency of Weekly Home Learning Plan (Module Completion)
Partially
No Action Completed
Completed
Cluster 1 0 0 11
Cluster 2 0 1 12
Cluster 3 0 0 12
Percentage 0 2.78 97.22
Table 2.1 shows the frequency of module completion among the participants. The
table revealed that 35 or 97.22% of the participants successfully completed the weekly
home learning plan with the help of their parents. Only 1 or 2.78% partially completed the
module.
Table 2.2. Frequency of Individual Learning Monitoring Plan

Slightly Highly
Not Monitored Monitored
(None)
Monitored
(more than 4x a
(1-3 a week)
week)
Cluster 1 0 0 11
Cluster 2 0 0 13
Cluster 3 0 0 12
Percentage 0 0 100
Table 2.2 shows that 36 or 100% of the participants were highly monitored. They
were monitored through phone calls, text messages and facebook messengers.
Table 3.1 to 3.4 shows the academic performance of students. As can be gleaned
from the table, students in cluster 1 obtained a pretest mean percentage score (MPS) of
50.73 indicating ‘did not meet expectation’, implying that students did not meet the set
standard. However, the data reflects an increase on students’ MPS as exposed to the
blended learning strategy, 5 (41.67%) indicates “outstanding’, 1 (8.33%) obtained
“satisfactory” results, 3 (25.0%) students was “fairly satisfactory” and 3 (25.0%) “did not
meet expectation”.
Table 3.1. Academic Performance of the participants under Cluster 1
Grading Pretest Posttest Retention Test Qualitative
Scale N % N % N % Description
90 to 100 0 0.00 5 41.67 0 0.00 O
85 to 89 0 0.00 0 0.00 3 25.0 VS
80 to 84 0 0.00 1 8.33 2 16.67 S
75 to 79 0 0.00 3 25.0 3 25.0 FS
0 to 74 12 100.0 3 25.0 4 33.33 DNME
Total 12 100.0 12 100.0 12 100
Overall MPS 50.73 (DNME) 82.5 (VS) 76.56 (VS)
Legend:
84.00 to 100 90 to 100 Outstanding (O)
76.00 to 83.99 85 to 89 Very Satisfactory (VS)
68.00 to 75.99 80 to 84 Satisfactory (S)
61.60 to 67.99 75 to 79 Fairly Satisfactory (FS)
0 to 61.59 Below 75 Did Not Meet Expectations (DNME)
These posttest results indicate that there was a varied conceptual understanding
among the students themselves as they approach to process and absorbed the
information. Moreover, there was 76.56 mean percentage score indicating “Very
Satisfactory” in their retention test. This could imply that there was an acquisition of
knowledge upon exposure to the program.

90 to 100 0 0.00 5 38.46 3 23.08 O
85 to 89 0 0.00 3 23.08 2 15.38 VS
80 to 84 0 0.00 3 23.08 0 0.00 S
75 to 79 1 7.69 0 0.00 5 38.46 FS
0 to 74 12 92.31 2 15.38 3 23.08 DNME
Total 13 100.0 13 100.0 13 100.0
Overall MPS 55.39 (DNME) 86.15 (O) 80.48 (VS)
Legend:
As reflected on Table 3.2, the C2 students’ pretest MPS was 55. 39 indicating “did
not meet expectation”. This data showed that the students seemed had minimal
information about research topics. However, as students are exposed to blended learning
strategy where they are exposed to several learning activities accompanied with online
environment, an increase of 31.11 on their posttest MPS was noted. This data findings
might be due to students’ cohesive analysis about the lessons when blended learning
strategy was introduced. As observed, the students had displayed positive learning
outcomes in their subjects since they exhibit academic excellence. However, a decline
on their MPS of 5.67 was noted on their retention test. Nevertheless, they found the
learning activities interesting and motivating to learn since the atmosphere of the learning
environment appeared challenging.

90 to 100 0 0.00 9 81.82 7 63.64 O
85 to 89 0 0.00 2 18.18 1 9.09 VS
80 to 84 0 0.00 0 0.00 0 0.00 S
75 to 79 3 27.27 0 0.00 2 18.18 FS
0 to 74 8 72.73 0 0.00 1 9.09 DNME
Total 11 100.0 11 100.0 11 100.0
Overall MPS 65.11 (DNME) 94.55 (O) 89.20 (O)
Legend:
As observed on Table 3.3, the data reflects an increase on students’ posttest MPS
of 94.55 (O) from 65.11 (DNME) as exposed to the blended learning strategy, 9 (81.82%)
indicates “outstanding”, and 2 (18.18%) obtained “very satisfactory” results. The overall
posttest means that students were able to obtain an outstanding performance after
working with pure online learning. A slight difference on their retention test but still
remarked as “outstanding”.
Table 3.4 shows the over-all academic performance of the participants. The table
shows that Cluster 3 students performed better than any other clusters from pretest to
retention test.
Table 3.4. Over all Academic Performance of the participants.

Pretest Posttest Retention Test
Cluster 1 50.73 82.50 76.56
Cluster 2 55.39 86.15 80.48
Cluster 3 65.11 94.55 89.20
Over all MPS 56.81 87.50 82.19
Pretest results can be attributed to the students prior knowledge-based as they

come from a non-science curriculum. Thus, students exhibit the least mastered research
concepts and fail to comprehend the lessons discussed in the class. This data findings
adhere with the results conducted by Dumaog (2017) that there was a low pretest scores
when exposed to the implemented strategy. Al-Madani (2015) and Pranoto, Suciati &
Widha (2017) reported similar findings on the pretest of students exposed in different
learning condition, the traditional and blended learning environment. Likewise, Dikmenli
and Ünaldi (2013) investigated the effects of blended learning environment in geography
course and found out that the pretest scores of students were lower than the posttest
before the integration of the strategy.
However, posttest results indicate that there was a varied conceptual
understanding among the students themselves as they approach to process and
absorbed the information. As noted, their mode of comprehension and analysis of the
problems stated in the lessons seemed unfamiliar.
As gleaned in Table 4 the mean scores of the learners’ in blended learning strategy
on the views on blended instruction of Clusters 1, 2 and 3 are 3.10, 3.16 and 3.13,
respectively indicating ‘High’. Based on the findings the following empirical indicators
noted to show ‘Very High’ for Cluster 1: ‘My blended course experience has increased
my opportunity to access and use information’ (3.42); My personal devices (e.g. cell
phone) help with my learning (3.67); I am motivated to succeed (3.58); and My school
provides the resources necessary for students to succeed in blended courses (3.42).
Cluster 2 also had the same empirical indicators noted to show ‘Very High’: My
blended course experience has increased my opportunity to access and use information
(3.31); I have more opportunities to reflect on what I’ve learned in blended courses (3.31);
My personal devices (e.g. cell phone) help with my learning (3.62); I am motivated to
succeed (3.54); and My school provides the resources necessary for students to succeed
in blended courses (3.62). Meanwhile, cluster 3 students had the empirical indicators
noted to be ‘Very High’: ‘My blended course experience has increased my opportunity to
access and use information’ (3.45); My personal devices (e.g. cell phone) help with my
learning (3.36); I am a multitasker (3.36); I am motivated to succeed (3.36); and My school
provides the resources necessary for students to succeed in blended courses (3.36).
Table 4. Students’ Views on Blended Instruction

Cluster 1 Cluster 2 Cluster 3
Statements Qualitative Qualitative Qualitative
Mean Mean Mean
Description Description Description
I’m more likely to ask

questions in a blended 2.83 High 3.08 High 2.91 High
course.
There are more

opportunities to
collaborate with others 3.25 High 2.85 High 3.18 High
in a blended course
My blended course
experience has
increased my 3.42 Very High 3.31 Very High 3.45 Very High
opportunity to access
and use information
I have more
opportunities to reflect
on what I’ve learned in 3.00 High 3.31 Very High 3.27 High
blended courses.
Blended learning helps

me better understand
3.17 High 3.15 High 3.00 High
course material
Generally, I
understand course
requirements better in 2.92 High 3.00 High 2.73 High
an blended course
Because of blended
courses, I am more 2.83 High 2.85 High 2.82 High
likely to get a degree
Generally, I am more
engaged in my blended
2.92 High 3.23 High 3.00 High
courses
My personal devices
(e.g. cell phone, mp3
player, PDA) help with 3.67 Very High 3.62 Very High 3.36 Very High
my learning
Social networking
applications (e.g.
Facebook, Twitter) 2.83 High 3.08 High 3.18 High
help me with learning
Social bookmarking
tools (e.g. Del.icio.us,
Digg) help me with 2.83 High 3.08 High 3.00 High
learning
I am a multitasker
3.08 High 2.92 High 3.36 Very High
I have strong time
management skills 2.75 High 2.77 High 2.91 High
I am motivated to
succeed 3.58 Very High 3.54 Very High 3.36 Very High
My school provides the

resources necessary
3.42 Very High 3.62 Very High 3.36 Very High
for students to succeed
in blended courses
Over all 3.10 High 3.16 High 3.13 High
Legend:

4 3.28 to 4.00 Strongly Agree Very High Level
3 2.52 to 3.27 Agree High Level
2 1.76 to 2.51 Disagree Low Level
1 1.00 to 1.75 Strongly Disagree Very Low Level
It is clearly shown that students’ exposure to the blended learning strategy

appeared to show that learning research was found relevant and meaningful on their daily
life activities. In a response during the students’ discussion, they found blended learning.
Glynn, Brickman, Armstrong & Taasoobshirazi (2011) stressed that whenever a student
is exposed to an exploratory activities such as an online exercise, it involves an inherent
satisfaction toward their own learning. While, Daugélaité et al., (2012) pointed the
employment of online learning tools and materials under a blended learning environment
provides a broad possibilities of developing intrinsic motivation. Moreover, the integration
of online classroom activities and face-to-face classroom teaching via blended learning
program is essential and enhances better conceptual understanding.
In the light of students’ participation through blended learning strategy, students
are confident on this learning outputs, earned good grades and had attained mastery of
knowledge and skills toward disaster readiness concepts. The study of Dumaog (2017)
presented that students’ believed more in themselves and were able to accomplish a task.
Table 5. Students’ Views on Blended Instruction
Paired Samples Test
Paired Differences
ACADEMIC Std. t-value Df Sig. (2-tailed)
PERFORMANCE Std.
Mean Error
Deviation
Mean
Pretest-Posttest 25.06 5.28 0.88 28.47 35 0.00*
Pretest-Retention 19.89 3.06 0.51 39.01 35 0.00*

Posttest-
5.17 4.39 0.73 7.06 45 0.00*
Retention
*Significant at 0.05 level
Table 8 presents the Paired t-test result on students’ academic performance

exposed to Blended Learning Strategy. A pretest mean percentage score of 56.81 (t-
value of 28.47) indicating “did not meet expectation”, 87.50 score (t-value of 39.01) for
posttest indicating ‘Very Satisfactory’ and a ‘Satisfactory’ description on students’ 82.19
score (t-value of 7.06) were recorded on their various test results with a probability value
of 0.00 indicating significant.
Test also revealed that learning mastery of the students is within average. Hence,
it can be implied that students’ academic performance in disaster readiness science
concept was enhanced through the combination of interactive and face-to-face classes
with the innovative and technological advances of the virtual environment.
This findings is consistent with the study of Robles (2012) that the pretest and post
test scores of students obtained a significant difference as exposed to blended learning
environment. Similarly, Lin et al., (2016) conducted a study on the effects of blended
learning in mathematics course found out that the pre-test mean scores were found
similar between two groups. The post test scores had improved significantly as compared
with the control group.
Du (2011) concluded in her study that blended learning does not directly improve
students’ final performance, but improves the students final performance through in-depth
in class activities. The study of Tseng and Walsh (2016) revealed that students in a
blended learning scored higher on their final grades than those in traditional course but
with no significant difference. The same findings were noted on the study of Syarif and
Sofyan (2014) that there were no significant differences in achievement test scores
between two groups. Literature review of Kintu et al., (2017) mentioned that less
motivated learners performed poorly in knowledge tests (Sankaran and Bui, 2001) while
those with high learning motivation demonstrate high performance in academics (Green
et al., 2006).
REFLECTION
The school recognizes this situation and emphasis the importance of providing
accessible, comprehensive, and quality Education for All with emphasis in addressing the
diversity of learners considering their available resources and geographical location, this
will provide an excellent avenue for the development of active and meaningful learning.
Preliminary Studies revealed that 29 or 80.56% of the participants were ready for
online sessions, 16 or 44.44% were classified as Independent Learners and 13 or 36.11%
has at least with Smartphone but Internet Connection is unstable sometimes.
Assessments also revealed that Cluster 3 students performed better than other clusters.
Furthermore, students had a positive views on blended instructions. Paired t-test also
revealed that the assessment scores of the students have improved significantly at 0.05
level.
13
XI. ACTION PLAN
Topic/Concepts to be Applied Objectives Date and

activities/Procedure Duration
1. Prepare a plan and a
focus on issues and
ideas of the research.
2. Describe the clearly the

statement of research
I. Brainstorming for problem.
Research Topics
II. Identifying the Problem 3. Select, Cite and
and Asking the Question Synthesizes properly August to
related literature using
September
III. Reading on Related
2020
Studies sources according to
IV. Understanding Ways to ethical standards.
Collect Data
4. Identify adequately
research design,
sample, instrument,
collection and analysis
procedure
1. Gathers and analyzes

data with intellectual
honesty using suitable
techniques
I. Finding the Answers
to the Research 2. Formulate logical
Questions conclusions and
recommendations.
II. Reporting Findings,
October 2020
Drawing Conclusions 3. LAC will be observed
and Making
to disseminate the
result of the study.
Recommendations
Paper Presentation
on either local or
international fora will
be attended.
X. REFERENCES
Delialioglu, O., & Yildirim, Z. (2007). Students’ perceptions on effective dimensions of
interactive learning in a blended learning environment. Educational Technology &
Society, 10(2), 133-146.
Duaog, L.C. (2017). Inquiry-based Laboratory Environment: Its Effect on Students’
Academic Performance and Motivation in Science. Unpublished Masters’ Thesis.
CMU Graduate School.
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science
motivation questionnaire II: Validation with science majors and nonscience majors.
Journal of Research in Science Teaching, 48(10), 1159–1176. doi:
10.1002/tea.20442.
Glynn, S. M., & Koballa, T. R., Jr. (2006). Motivation to learn college science. In J. J.
Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching (pp. 25-
32). Arlington, VA: National Science Teachers Association Press.
Pranato, E., Suciati & Sumarno, Widha. (2017). Implementation of blended learning
model toward student’s achievement viewed from student’s creativity. University of
Mindanao Journal. Retrieved from: http://umindanao.edu.ph/journal/wp-
content/uploads/2018/01/UM2017213_Implementation-of-blended-learning-model-
toward-student%E2%80%99s-achievement.pdf
XI. FINANCIAL REPORT
Price
Item Quantity Total
(Php)
Ecobag 36 5.00 180

Brown Envelop 36 1.50 54.0
Pencil 36 8.00 288
Face Shield 36 15 540

Ballpen 36 9.00 324
Total 1386.0
APPENDIX A
COMPLETED RESEARCH APPLICATION FORM
A. RESEARCH INFORMATION
RESEARCH TITLE
Project FAcEMASh: Flexible & Accessible Education for Millenials in Alubijid
Senior High School.
SHORT DESCRIPTION OF THE RESEARCH
This intervention program that will divide students into three (3) Clusters/Categories which were based on their
available resources, and health and economic conditions. Every clusters has a specified instructional delivery modes,
assessment, monitoring, and class sessions. Cluster 1: Students with NO Resources; Cluster 2: Students with LIMITED
Resources and Cluster 3: Students with GOOD Resources.
Year the Research was conducted
B. RESEARCHERS INFORMATION
Lead Researcher
LAST NAME: FIRST NAME: MIDDLE NAME:
MIGALANG GILDEN MAECAH MACABODBOD
BIRTHDATE (MM/DD/YY) SEX: POSITION/DESIGNATION
11/26/1993 MALE TEACHER 2
REGION/DIVISION/SCHOOL
10 DIVISION OF MISAMIS ORIENTAL/ ALUIBIJID NCHS
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:
09175773505
EDUCATIONAL ATTAINMENT
BSED General Science
MSc General Science
PhD in Education (Biology) on going
SIGNATURE OF THE PROPONENT
Researcher 2
SIMYUNN DIOSYJEANNE DE ASIS
FEMALE TEACHER 2
BS Biology (Marine Biology)
MSc Biology (Marine Biology) on going

Researcher 3
LUDENA JOREY
FEMALE TEACHER 3
Bachelor of Elementary Education
Master of Science in Environmental Science (CAR)
Juris Doctor IV
IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached research proposal. I certify that the proponents have the
capacity to implement the study without compromising his/her office functions.
___________________________________
Name and Signature of Immediate Supervisor
Position/Designation: ___________________
Date: _____________________
DECLARATION OF ANTI-PLAGIARISM
1. I, _____________________________________, understand that plagiarism is the act

of taking and using another’s ideas and works and passing them off as one’s own. This
includes explicitly copying the whole work of another person and/or using some parts of
their work without proper acknowledgement and referencing.
2. I hereby attest to the originally of this completed research and has cited properly all the
references used. I further commit that all deliverables and the final research study
emanating from this research shall be of original content. I used appropriate citations in
referencing other works from various sources.
3. I understand that I am solely legally and administratively liable for any violation of this
declaration and commitment.
4. I also understand that any violation of this declaration and commitment shall be subject
to consequences and shall be dealt accordingly by the Department of Education.
PROPONENT: ____________________________
SIGNATURE: _______________________
DATE: ___________________

PROPONENT: ____________________________
SIGNATURE: _______________________
DATE: ___________________

PROPONENT: ____________________________
SIGNATURE: _______________________
DATE: ___________________
14
CURRICULUM VITAE
I. PERSONAL INFORMATION
GILDEN MAECAH M. MIGALANG, LPT, CSPE, MSc

Secondary School Teacher II
Senior High School Department
Alubijid, Misamis Oriental
II. EDUCATIONAL BACKGROUND
BACHELOR’S DEGREE: BSED General Science (Cum Laude)

Mindanao State University – Iligan Institute of Technology
Iligan City, Lanao del Norte
MASTER’S DEGREE: Master of Science in General Science Education

Central Mindanao University
Musuan, Maramag, Bukidnon
DOCTORAL DEGREE: Doctor of Philosophy in Science Education (Chemistry) units

University of Science and Technology of the Southern
Philippines
Cagayan de Oro City, Misamis Oriental
Doctor of Philosophy in Education (Biology)

University of the Philippines
Los Banos, Laguna
ORGANIZATIONS:
International Member, Asia-Pacific Consortium of Educators and Researchers
President, CMU College of Education Graduate Student Council
Member, Biology Teachers Association
Member, Samahan ng Pisika sa Visayas at Mindanao
NON-ACADEMIC RECOGNITION
 PAPER PRESENTATION, International Conference on Science and Mathematics Education and
TIMSS International Symposium, SEAMEO RECSAM, Penang, Malaysia
 PAPER PRESENTATION, 11th Flora Malesiana Symposium, Universiti of Brunei Darussalam
 PAPER PRESENTATION, 4th International Congress on Action Research, Action Learning
 PAPER PRESENTATION, 9th International Conference on Teacher Education – University of the
Philippines
 2020 NorMin Star Awards Pasidungog sa Aminahang Mindanao Outstanding Distance Learning
Implementer
 2020 Gawad PALM 9th Araw n Parangal Outstanding Distance Learning Modality Implementer
 2019 Special Oustanding Senior High School Teacher Awardee for Research
 2019 Oustanding Alubijidnon Awardee
 2018 Pasidungog sa Aminahang Mindanao Regional Outstanding Senior High School Teacher
CURRICULUM VITAE
I. PERSONAL INFORMATION
JOREY L. LUDENA, LPT, MSc (CAR)

Secondary School Teacher III
II. EDUCATIONAL BACKGROUND

BACHELOR’S DEGREE: Bachelor of Elementary Education
St. Rita’s College
Bachelor of Science in Nursing
Xavier University
POST GRADUATE: Master of Science in Environmental Science (CAR)

Mindanao University of Science and Technology
Juris Doctor IV
Liceo de Cagayan University
14
CURRICULUM VITAE
III. PERSONAL INFORMATION
DIOSYJEANNE D. SIMYUNN
Secondary School Teacher II
IV. EDUCATIONAL BACKGROUND
BACHELOR’S DEGREE: BS Biology (Marine Biology)

Mindanao State University – Iligan
Institute of Technology
MASTER’S DEGREE: Master of Science in Biology (Marine Biology)

Mindanao State University – Iligan Institute of Technology
ORGANIZATIONS:
Member, Philippine Association Marine Science
NON-ACADEMIC RECOGNITION
 BEST SCIENCE TEACHER, 2006

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Project FAcEMAS: FLEXIBLE & ACCESSIBLE EDUCATION FOR MILLENIALS IN

ALUBIJID SENIOR HIGH SCHOOL.

GILDEN MAECAH M. MIGALANG

This action research entitled “Project FAcEMASh: FLEXIBLE & ACCESSIBLE

Approved by the panel of the District Research Committee in fulfillment of the

SHIELLA B. DIANGO LESLIE C. BOLES

ABDON R. BACAYANA, PhD

This action research entitled “Project FAcEMASh: FLEXIBLE & ACCESSIBLE

IRISH KARYLLE D. MONTE, PhD LINDO M. CAYADONG, PhD

RHODORA L. GALLARES, PhD EMAN A. LACHICA, PhD

MARK LORREN T. TEJANO, LPT VEVIAN T. TUASON, PhD, RGC

MARIA TERESA M. ABSIN, PhD ERLINDA G. DAEL, PhD, CESE

NIMFA R. LAGO, MSPh, PhD, CESO VI

JONATHAN S. DELA PEṄA, PhD, CESO V

Title: Project FAcEMASh: FLEXIBLE & ACCESSIBLE EDUCATION FOR MILLENIALS

Position: SECONDARY SCHOOL TEACHER II

Division/District: Division of Misamis Oriental/ Alubijid District

Oral Presentation: Kindly check (/)

Theme 1 (Teaching and Learning)

Theme 2 (Child Protection)

Theme 3 (Human Resource Development)

Poster Presentation: Kindly check (/)

Theme 1 (Teaching and Learning)

Theme 2 (Child Protection)

Theme 3 (Human Resource Development)

FULL VERSION OF THE RESEARCH PROJECT

Schools Division Research Committee

Project FAcEMASh is an intervention program aims to assist and cater students’

Keywords: Clustering, Learning Delivery Modalities, Accessible Education, Flexible

for the success of the study.

To Alubijid National Comprehensive High School School Principal Dr. Abdon R.

To the parents for their unwavering love and support;

schedule and appointment;

authors knowledge, wisdom and good health in making this paper.

Porforma for Research Entry

Context and Rationale

Innovation, Intervention, and Strategy

Action Research Questions

Action Research Methods

a. Participants and/or other Sources of Data and Information

b. Data Gathering Methods

Discussion of Results and Reflection

problems and others.

The school recognizes the importance of providing accessible, comprehensive,

capabilities and instructional needs during this global health crisis.

sessions. Cluster 1: Students with NO Resources; Cluster 2: Students with LIMITED

Resources and Cluster 3: Students with GOOD Resources

C1 Students C2 Students C3 Students

VI. Action Research Questions

This study preliminarily investigated the effectiveness of Flexible & Accessible

Specifically, it sought to answer the following questions:

a. Participants and/other Sources of Data and Information

Independent Learning Online Readiness Recommended Cluster

The study utilized the academic and non-academic assessment.

Percentage Equivalent Transmuted Grade Descriptive Interpretation

Students’ Independent Learning Readiness Test (ILRT)

Students’ Online Readiness Scale

Scale Range Descriptive Rating Qualitative Interpretation

Blended Course Student Survey