Blended Pedagogical Modality in Public Elementary Schools: An Embedded Training

Abstract

This research aimed to assess the implementation of Blended Learning Modality among the thirty Science and Math teachers in the public elementary schools of Dumaguete City Division for SY 2020-2021. This study was quantitative in its approach, utilizing descriptive correlational design supported by qualitative information. Qualitative information was utilized only to validate quantitative results. The research utilized frequency distribution, percentage, mean, weighted mean, composite mean, and the Spearman’s Rank correlation coefficient. Majority of the respondents have master’s degree units and considered as experienced teachers. The extent of implementation of blended learning and the extent of prevalent issues and concerns encountered by teachers in terms of curriculum management, learning delivery, management of learning resources, assessment of learning outcomes, and utilization of ICT were very high. The data further indicated that there was no significant relationship between the profile of the teachers and the issues and concerns they encountered. Moreover, there was a significant relationship between the extent of implementation and the prevalent issues and concerns encountered by the teachers in blended learning approach. The following recommendations were suggested to improve the implementation of blended learning modality: seminar workshops shall be encouraged; selection of blended learning model shall be carefully done; conduct LAC sessions and conferences to capacitate teachers with different strategies to cope up the prevalent issues and concerns on the different areas; further studies be conducted on how the implementation of blended learning modality affects other subject teachers' performance in the different areas and how it impacts learners’ school performance.