Observed Teaching Practices and Academic Performance of Primary Learners in Blended Learning in the District of Torrijos Division of Marinduque

Maria Judhee  Rivamonte,

Observed Teaching Practices and Academic Performance of Primary Learners in Blended Learning in the District of Torrijos Division of Marinduque

Discipline: Education

Abstract:

This descriptive research study aimed to determine the observed practices and academic performance of primary learners in the implementation of blended learning in Torrijos District,Division of Marinduque. The study used a purposive sampling technique and gathered information from 405 primary learners' parents in the District of Torrijos for the school year 2020-2021. The study consisted of two parts: assessing the pedagogical teaching practices of primary teachers and determining the performance of primary learners on different subjects through their quarterly performance grades. The results of the study showed that blended learning is an effective teaching method for primary learners in the district. Teachers' practices in implementing blended learning were generally effective in promoting teacher motivation and instructional support, although some areas, such as the use of appropriate technology, may require further attention. Parental perceptions play a role in teacher implementation of blended learning and motivation, particularly in certain aspects. Parental perceptions of instructional practices and instructional support varied significantly among Grade 1, Grade 2, and Grade 3 teachers in the implementation of blended learning. The study found that parent agreeableness significantly impacts teacher motivation for Grade 1, Grade 2, and Grade 3 teachers in the implementation of blended learning. However, there is no significant relationship between the level of agreeableness of parents and the teacher's pedagogical practices in blended learning with the performance of primary learners, except for two subjects - music and MAPEH. The performance of primary learners in different subjects also varies significantly in the implementation of blended learning, with significant differences found in English, MTB, Music, Arts, PE, Health, MAPEH, and ESP across all three grade levels. The study developed an intervention program designed to help promote effective teaching practices and performance of primary learners in the Blended Learning Instruction the District of Torrijos as an output of the study. This may contribute to the development of effective blended learning practices in primary schools.