The Effectiveness of Blended Learning Modality to Grade V Learners

Abstract

This research assessed the effectiveness of blended learning on Grade 5 learners’ academic performance at an elementary school in Cebu City during the school year 2022-2023 as the basis for intervention activities. A descriptive correlational research design was employed using a self-developed questionnaire anchored in the community inquiry theory. The respondents were the Grade 5 learners selected using random sampling. The gathered data were treated using simple percentages, weighted mean, and Pearson product-moment correlation. Based on the study's findings, the learner-respondents have a large family size, have internet access, have 1 to 2 gadgets at home, and have parents with a combined monthly income below 5000 pesos. On the other hand, the profile of the teacher-respondents showed that the majority have taught for 5 years or less, hold bachelor’s degrees, and have 3-4 gadgets at home. Furthermore, the blended learning modality was perceived as very effective by the teachers, but only effective for both parents and learners. It was found that there were significant differences and a significant relationship between parents' and learners' assessments of the effectiveness of the blended learning modality. It is recommended that the action plan be adopted.