1
THE IMPACT OF BLENDED TEACHING APPROACH
IN DEVELOPING THE COGNITIVE LEARNING COMPETENCIES
OF THE MIRIAM COLLEGE HIGH SCHOOL STUDENTS
IN BUSINESS AND TRADES:
AN ANALYSIS
Glenda Remolano-Villanueva
Miriam College High School
Abstract
This study analyzed the impact of blended teaching in developing the cognitive learning competencies of Grade
10 students at Miriam College High School, Philippines in SY 2013-2014 using the Objectives-based Systems
Analysis (OBSA) and the Revised Bloom’s Taxonomy of Objectives as conceptual frameworks. The research
instrument MCHS Evaluation of Student’s Cognitive Learning Competencies in Business and Trades was
facilitated among 363 student-respondents before and after the intervention of blended teaching to determine its
impact in developing their cognitive skills, namely: 1) remembering; 2) understanding; 3) applying; 4)
analyzing; 5) evaluating; and 6) creating. Findings revealed a significant increase of scores in the postassessment. The over-all rating of very good denotes that the learning competencies are performed very
satisfactorily after the intervention of blended teaching. Furthermore, the emerging themes derived from the
open-ended questions and focus group discussion explained the impact of blended teaching in the context of
learning interaction and communication, learning facilitation and collaboration, learning resources, and
learning assessments. Action plans were recommended based on the outcomes, its implications, and conclusion
for the improvement of blended teaching and other practices used
for teaching and learning Business and Trades.
Keywords: Objectives-based Systems Analysis (OBSA), Revised Bloom’s Taxonomy of Objectives, Cognitive Learning Competencies,
Blended Teaching, and Business and Trades
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Introduction
Miriam College High School (MCHS) is a premiere college preparatory institution which has proven to
accomplish its educational mission to reach and sustain high standards of academic excellence and competence.
Aligned with the significant curricular change brought about by the K to 12 curriculum agenda, the Department
of Business and Trades, one of the academic departments of MCHS, designed a curricular program and adapted
teaching-learning methodologies, technologies and assessments that emanate from the major feature of the K to
12 curriculum which is outcome-, standards- and competency-based and inspired by its overarching goal for
learners to be functionally literate and holistically developed. The promotion of the educational paradigm for
the discovery of blended approach in teaching enthused this study to look into its impact in developing further
the learning competencies of the students. Moreover, this progressive and constructive undertaking provides the
learners with opportunities to discover learning in various ways and different perspectives to harness their
creative and critical thinking and manipulative skills in culinary arts, industrial arts, resource management, and
entrepreneurship and visual communication.
MCHS’ dynamic paradigm in education supports the strategic application of innovative teaching
approaches to enhance student learning, most particularly the use of technology in the classroom. Green and
Hannon (cited in Klopter, Osterweil, Groff, & Haas, 2009) explain that the new generation of learners
“developed under the digital wave have been completely normalized by digital technologies that becomes a
fully integrated aspect of their lives.” Further, these technologies “demonstrate how they impact the way
learners think, learn, and interact” (Klopter et al., 2009). The emergence of technologies has relentlessly
penetrated the entire education of today that forms an entirely new learning and teaching paradigms. Salomon
(cited in Goodyear & Jones, 2003) emphasizes “technology of various kinds – books, notepaper, a laptop, the
Web – can have a strong influence on how learning and its associated cognitive activity take place” which may
extend to think of cognition a sharing across learners with the use of technology around them.
The emerging trend of the use of e-technology poses the big challenge among educational designers to
create the right blend that impacts teaching and learning. Blended learning has been widely used in the
academic setting and defined to integrate e-learning with a variety of other approaches to create an integrated
learning experience. Bersin (2004) further defines blended learning as
the combination of different training “media” (technologies, activities, and types of events) to create an
optimum training program for a specific audience. The term “blended” means that traditional instructorled training is being supplemented with other electronic formats. (p. xv)
Singh and Reed (2001) also describe the dimensions of blending at the simplest level, which is
a blended learning experience combines offline and online forms of learning where the
on-line learning usually means “over the internet or intranet,” and offline learning happens in a more
traditional classroom setting. We assume that even the offline learning offerings are managed through an
online learning system. An example of this type of blending may include a learning program that
provides study materials and research resources over the Web while providing instructor-led, classroom
training sessions as the main medium of instruction. (p.2)
Teaching and learning were revolutionalized and evolved to create a blend which combines “online
learning and with more traditional learning and development” (Thorne, 2003). Oliver and Trigwell (cited in
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Ovens, Wells, Wallis, & Hawkins, 2011) likewise define blended learning in the same context of a fusion of the
traditional face-to-face and technology-based teaching and learning activities. Blended learning involves
blending of face-to-face, online, print-based and other media that “provides an interactive environment for
communication among students and teachers and equips teachers to provide scaffolding for students to engage
in collaborative and cooperative activities even beyond classrooms” (Yuen, 2011). Garrison and Vaughan
(2008, cited in Garrison, 2011) merge the best features of e-learning and face-to-face education as “thoughtful
blending of complementary face-to-face and on-line approaches to meet specific educational goals”.
Cognizant to the rapid transformation of teaching and learning in the face of changing technologies
applied in the classroom, this study will determine how blended teaching approach would impact the students’
development of their cognitive competencies in learning Business and Trades. More specifically, the cognitive
learning competencies expected to be developed by students will be identified, examined, evaluated, and
compared to serve as basis for improvement of classroom teaching and learning; the curricular program will be
reviewed, in particular the content and performance standards, instructional strategies, and learning resources
towards a more contemporary, challenging, and engaging learning environment; classroom observations will be
conducted to assess the performance of teachers and students and determine the effectiveness of the
instructional strategies vis-à-vis the learning engagement; and opportunities for professional development will
be reviewed to scaffold teaching methodologies in facilitating learning using blended teaching approach. Thus,
the data and information would serve as bases for innovations in teaching and learning to be able to enhance
and discover contemporary teaching technologies, methodologies and practices towards quality teaching and to
effectively meet the needs of the students and to support their improvement in the progressive paradigm of
learning.
Statement of the Problem
In light of such extant literature and studies, this research aimed to determine the impact of blended
teaching approach in developing the students’ cognitive learning competencies in Business and Trades.
Implications for improvement of the curriculum and instruction to maximize learning of students were based on
the evaluation of the data gathered.
More specifically, the study attempted to answer the following questions:
1. Do students perceive the significant difference in the profiles of their cognitive learning competencies
before and after the intervention of blended teaching in classroom learning?
2. What significant difference, if any, existed in the profiles of the cognitive learning competencies of
students before and after the intervention of blended teaching in classroom learning?
3. What impact does blended teaching approach have on the development of students’ cognitive learning
competencies in Business and Trades?
4. What other strategies or approaches may be used to enhance blended teaching and learning in Business
and trades?
5. What implications can be drawn from the data to improve blended teaching approach and other practices
in developing the learning competencies of students in Business and Trades?
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Objectives of the Study
1.
2.
3.
4.
The objectives of this study are as follows:
To compare the profiles of the cognitive learning competencies of students before and after the
intervention of blended teaching approach
To determine the impact of blended teaching approach in developing the student’s cognitive learning
competencies in Business and Trades
To review the existing teaching and learning practices and processes
To make recommendations based on the results of study
Conceptual Framework
This study is anchored in the conceptual frameworks Objectives-based Systems Analysis (OBSA) and
the cognitive domain of the Revised Bloom’s Taxonomy of Objectives.
Objectives-based Systems Analysis
Objectives-based Systems Analysis (OBSA) methodology shows a more rational process to make
decisions and actions in crucial areas of development and enhancement in education. In this system-analysis
model, instructional objectives are defined to serve as organizing rubric which communicate the information as
points for analysis within the system (Popham, 1973).
Figure 1 shows the three (3) major phases of managing the system.
Figure 1. A Simplified System Model
Source: W. James Popham: The Uses of Instructional Objectives. (California: Fearon Publishers/Lear Siegler,
Inc., 1973, 61).
The input serves as the purpose/s for the system to exist and the resources to be employed to achieve
those purposes (Popham, 1973). Types of resources point to strategies, action plans, or budgets which serve as
inputs to meet the targeted needs and achieve the goals of the program (Stufflebeam & Shinkfield, 2007).
Operation of the system talks about “how well are things working” (Popham, 1973). This may refer to the
actual operation of the system or process of implementation and documentation to fulfill the action plan or
program and consequently provide feedback. The final phase of output stems from the evaluation to determine
the extent to which the program reached the intended group of respondents and to gauge the effectiveness of the
system or program in order to make significant decisions based on its outcome.
Revised Bloom’s Taxonomy of Educational Objectives
Bloom’s taxonomy of objectives was proposed in 1956 by a committee of educators chaired by
Benjamin S. Bloom as framework for categorizing educational objectives, which later redefined by Bloom’s
former student, Lorin Anderson and David Krathwohl, one of Bloom’s partners in the original work on
cognition. Anderson and Krathwohl (Eds., 2001) underscore that change has to happen to make influence on the
quality of education, particularly in the way teachers manage teaching and learning ----this progressive
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paradigm in education impacts the “need to incorporate new knowledge and thoughts about how children
develop and learn and how teachers plan for, teach and assess their students.”
Figure 2 shows the different categories of the Revised Bloom’s Taxonomy of Educational Objectives.
Figure 2. The Revised Taxonomies of the Cognitive Domain
Source: Coffey, Heather: Bloom’s Taxonomy in the Classroom. (University of North Carolina, Chapel
Hill School of Education).
The categories of the cognitive domain of learning provide comprehensive classification of the student
cognitive processing demands. Cognitive objectives address primarily the development of the intellectual skills
and abilities or cognitive learning competencies
Figure 3 shows the integration of OBSA framework and the cognitive domain of the Revised Bloom’s
Taxonomy of Educational Objectives as conceptualized in the study.
Figure 3. The Researcher’s Conceptualization of the Research Framework
To put the two frameworks in the context of the study, the functional operation will take off from
OBSA’s input purpose of evaluating the cognitive learning competencies of the students with reference to the
Business and Trades curriculum where these competencies are identified and categorized using the Revised
Bloom’s Taxonomy of Educational Objectives. OBSA’s point of operation is the teachers’ intervention of the
blended teaching approach in the conduct of the learning sessions. The operation of the system includes
consistent classroom observations and giving feedback to further assess how the transference of learning and
enhancement of skills take place. The output phase focuses on the cognitive learning competencies that are
expected to be developed by the students at the end of the course. These competencies will be evaluated through
pre-assessment of skills at the beginning of the semester prior to the intervention of blended teaching approach
and post-assessment towards the end of the semester after the intervention of blended teaching approach.
Table 1 shows the objectives-based components of the cognitive learning competencies identified by the
researcher in the Business and Trades program. The functional classification of the cognitive skills for
evaluation is organized through the use of the cognitive domain of the Revised Bloom’s Taxonomy of
Educational Objectives.
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Table 1
MCHS Department of Business and Trades Program
Objectives-based Components of the Cognitive Learning Competencies
Remembering
(Knowledge)
Understanding
(Comprehension)
Applying
(Application)
Analyzing
(Analysis)
Evaluating
(Evaluation)
Remembering important
concepts, facts, theories
and principles relevant to
the task
Exhibiting the ability to
communicate insights and
learning/s about the
lessons and activities
Organizing work process
using the guidelines in
performing laboratory
tasks
Relating key concepts and
principles to production
and business and trading
practices
Identifying essential
materials necessary for
marketing, production,
and sales
Knowing the
requirements, duties and
responsibilities expected
in business and trades
class
Understanding processes
and functions that are
relevant to the business
activities and operation
Using proper methods or
techniques in the
preparation and
production of products
Developing mathematical
skills through actual
computational process of
product costing
Determining the needs
of production and
manages the use of
resources efficiently
Conducting inventory of
products for sale and
other materials to
monitor business
proceeds
Explaining how
fundamental processes are
carried out in an activity
Operating
tools/instruments
appropriately during
production
Determining the budget
necessary for production
Knowing the standard
operational procedure in
the laboratory
Following instructions and
procedures independently
and accurately
Applying marketing
strategies to advance
business opportunities
Calculating the costs of
production and selling
price following a
computational formula
Recognizing the potential
hazards and safety
procedures in the
laboratory
Collaborating with peers to
articulate new information
and processes learned
Showing independence
in production, marketing
and selling
Estimating the profitable
impact of business
production
Creating
(Synthesis)
Planning varied product
concepts for competitive
marketing
Designing marketing
plans/strategies to
ensure profitable sales
Reviewing work
process to meet the
quality standards of
work and production
Evaluating the quality of
end-products for
improvement and
competitive marketing
and sales
Conducting product
development and product
innovation
Assessing peers’
performances for
efficient production and
business activities
Discovering appropriate
solutions to problems
encountered in business
operation
Designing the
presentation of product
output for marketing and
selling
Methodology
The study employed a combination of descriptive research and a classical experimental design. Methods
of collection of data employed various combinations which include the use of research instrument, focus group
discussion, classroom observations, and review of portfolios such as teachers’ learning plans and students’ work
outputs. The study was conducted in Miriam College High School in school year 2013-2014. The research
subjects comprising of 363 Grade 10 students were purposively selected to represent the entire population.
The author/researcher constructed the research instrument MCHS Evaluation of Student’s Cognitive
Learning Competencies in Business and Trades using the course syllabus of Grade 10 Business and Trades. The
cognitive skills that are expected to be developed by the students at the end of the course were identified and
categorized based on the Revised Bloom’s Taxonomy of Objectives. The research instrument was facilitated
among the respondents to collect data on two different conditions before and after the intervention of blended
teaching to determine its significant impact on learning. The instrument has two sections: the first section has a
set of 30 statements that describe the learning competencies aimed to be developed by the students and the
second section consists of the open-ended questions by which respondents may give comments, suggestions, or
information to clarify or explain their responses on the questionnaire. A Likert-type rating scale was used to rate
the statements based on how these have been observed and experienced by the respondents. Table 2 shows the
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rating scale described on a five-point continuum and represented with numerical equivalents:(5)– Excellent;
(4)– Very Good; (3)– Fair; (2)– Fair; and (1)– Poor.
Table 2
Score Interpretation for the Evaluation
of the Student’s Cognitive Learning Competencies in Business and Trade
MEAN SCORE
RATING POINTS
DESCRIPTIVE
RATING
INTERPRETATION OF SCORES
4.5 – 5.00
3.5 – 4.49
2.5 – 3.49
1.5 – 2.49
1.00 – 1.49
5
4
3
2
1
Excellent
Very Good
Good
Fair
Poor
The cognitive skill/competency is performed extensively.
The cognitive skill/competency is performed very satisfactorily.
The cognitive skill/competency is performed satisfactorily.
The cognitive skill/competency is performed minimally.
The cognitive skill/competency is not performed at all.
As a new instrument, it was presented for content validation and administered for pilot testing to verify
the clarity and appropriateness of each item in the questionnaire, as well as its applicability to the local setting
and the intended respondents. The data gathered from the pilot testing were subjected to reliability test with
Cronbach’s Alpha value computed at 0.944 which signify that the scale used could be considered reliable with
the sample. All responses of the research group were processed using Statistical Package for Social Sciences
(SPSS version 20.0). Mean and standard deviation were computed to determine the profiles of the cognitive
learning competencies of the students before and after the intervention of the blended teaching approach.
Paired-samples T-test was used to compare the pre- and post-assessment and determine the significant
difference among the means of the dependent variables. Eta squared was also employed to calculate the effect
size for Paired-samples T-test and determine the magnitude of the effect of the intervention.
Moreover, the researcher examined the dependent variables that received low rankings and responses of
the subject on the open-ended part of the research instrument. Alongside this, focus group discussion, classroom
observations, and portfolios such as learning plans/modules of teachers and work outputs of students were given
emphasis to draw out the implications and recommendations for improvement of blended teaching approach and
other practices used for teaching and learning Business and Trades.
Results and Discussions
The overall mean scores of the pre-assessment (3.89) and post-assessment (4.16) shown in Table 3
indicate that the profiles of the cognitive learning competencies of students before and after the treatment of
blended teaching were very good, which means that the cognitive skills/competencies are performed very
satisfactorily in both conditions. Likewise, the overall standard deviations of 0.50 and 0.49 for pre- and post
assessments, respectively reveal that the scores are clustered close to the mean which explains that the
responses do not significantly vary from each other.
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Table 3
Overall Descriptive Statistics of the Students’ Cognitive Learning Competencies
(N=363)
LEARNING COMPETENCIES
REMEMBERING (KNOWLEDGE)
Remembering the important concepts, facts,
1 theories and principles in the lesson that are
relevant to the task
2 Identifying the essential materials necessary for
marketing, production, and sales
Knowing the requirements, duties and
3 responsibilities expected in business and trades
class
4 Knowing the standard operational procedure in the
production laboratory
Recognizing the potential hazards and safety
5 procedures in the production laboratory
PRE-ASSESSMENT
Mean ± SD
POST-ASSESSMENT
Mean ± SD
Rank
4.05 ± 0.50
4.35 ± 0.48
3.65 ± 0.74
3.96 ± 0.73
5
3.60 ± 0.96
4.07 ± 0.83
4
4.48 ± 0.64
4.62 ± 0.65
2
3.99 ± 0.87
4.42 ± 0.72
3
4.55 ± 0.65
4.70 ± 0.58
1
UNDERSTANDING (COMPREHENSION)
Communicating insights and learning/s about the
6 lessons and activities
Understanding the processes and functions that are
7 relevant to business activities and operation
8 Explaining the fundamental processes carried out in
the activity
Following the instructions and procedures
9 Independently and accurately
Articulating new information and processes learned
10 for better understanding of the lesson
3.99 ± 0.50
4.24 ± 0.50
3.87 ± 0.80
4.18 ± 0.76
4
3.99 ± 0.75
4.32 ± 0.72
3
3.51 ± 0.87
3.92 ± 0.82
5
4.27 ± 0.72
4.46 ± 0.66
1
4.32 ± 0.75
4.35 ± 0.74
2
ANALYZING (ANALYSIS)
Relating key concepts and principles to production,
16 business, and trading practices
Enhancing mathematical skills through actual
17 computation of product cost
18 Determining the budget necessary for production
Calculating the costs of production and selling price
19 using computational formula
20 Estimating the profitable impact of business
production
3.77 ± 0.71
3.98 ± 0.72
3.74 ± 0.81
3.98 ± 0.76
2.5
3.85 ± 1.03
3.80 ± 0.89
3.98 ± 1.00
3.97 ± 0.91
2.5
4
3.80 ± 0.97
4.03 ± 0.95
1
3.65 ± 0.90
3.93 ± 0.93
5
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“Table 3 – Continued.”
EVALUATING (EVALUATION)
Determining the needs of production and managing
21 the use of resources efficiently
Conducting inventory of products for sale and other
22 materials to monitor the business proceeds
Reviewing the group’s work process to meet the
23 quality standards of work and production
Evaluating the quality of end-products for
24 improvement and competitive marketing and sales
Assessing peer performance to improve production
25 and business activities
3.87 ± 0.65
4.14 ± 0.64
3.86 ± 0.84
4.13 ± 0.82
4
3.69 ± 0.94
3.99 ± 0.84
5
3.91 ± 0.89
4.18 ± 0.84
3
3.89 ± 0.86
4.23 ± 0.80
1
4.00 ± 0.86
4.19 ± 0.84
2
CREATING (SYNTHESIS)
26 Planning varied product concepts for competitive
marketing
27 Designing marketing plans/strategies to ensure
profitable sales
28 Experimenting products for development or
innovation
29 Designing the presentation of product output for
marketing and selling
Discovering appropriate solutions to problems
30 encountered in business operation.
3.65 ± 0.73
4.02 ± 0.66
3.77 ± 0.92
3.96 ± 0.87
3
3.66 ± 0.99
3.91 ± 0.89
5
3.57 ± 0.99
3.92 ± 0.92
4
3.42 ± 0.98
4.07 ± 0.86
2
3.85 ± 0.88
4.23 ± 0.82
1
OVERALL
3.89 ± 0.50
4.16 ± 0.49
APPLYING (APPLICATION)
Organizing the work process to guide performance
11 of laboratory tasks
12 Using proper methods or techniques in preparation
and production
13 Operating the tools/instruments appropriately during
production
14 Applying marketing strategies to look for business
opportunities
15 Showing independence in production, marketing and
selling
4.03 ± 0.61
4.25 ± 0.55
4.16 ± 0.73
4.39 ± 0.69
3
4.16 ± 0.83
4.46 ± 0.65
1
4.28 ± 0.79
4.43 ± 0.65
2
3.72 ± 0.93
3.95 ± 0.91
5
3.81 ± 0.91
4.01 ± 0.89
4
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“Table 3 – Continued.”
ANALYZING (ANALYSIS)
Relating key concepts and principles to production,
16 business, and trading practices
Enhancing mathematical skills through actual
17 computation of product cost
18 Determining the budget necessary for production
Calculating the costs of production and selling price
19 using computational formula
20 Estimating the profitable impact of business
production
3.77 ± 0.71
3.98 ± 0.72
3.74 ± 0.81
3.98 ± 0.76
2.5
3.85 ± 1.03
3.80 ± 0.89
3.98 ± 1.00
3.97 ± 0.91
2.5
4
3.80 ± 0.97
4.03 ± 0.95
1
3.65 ± 0.90
3.93 ± 0.93
5
EVALUATING (EVALUATION)
Determining the needs of production and managing
21 the use of resources efficiently
Conducting inventory of products for sale and other
22 materials to monitor the business proceeds
Reviewing the group’s work process to meet the
23 quality standards of work and production
Evaluating the quality of end-products for
24 improvement and competitive marketing and sales
Assessing peer performance to improve production
25 and business activities
3.87 ± 0.65
4.14 ± 0.64
3.86 ± 0.84
4.13 ± 0.82
4
3.69 ± 0.94
3.99 ± 0.84
5
3.91 ± 0.89
4.18 ± 0.84
3
3.89 ± 0.86
4.23 ± 0.80
1
4.00 ± 0.86
4.19 ± 0.84
2
CREATING (SYNTHESIS)
26 Planning varied product concepts for competitive
marketing
27 Designing marketing plans/strategies to ensure
profitable sales
28 Experimenting products for development or
innovation
29 Designing the presentation of product output for
marketing and selling
Discovering appropriate solutions to problems
30 encountered in business operation.
3.65 ± 0.73
4.02 ± 0.66
3.77 ± 0.92
3.96 ± 0.87
3
3.66 ± 0.99
3.91 ± 0.89
5
3.57 ± 0.99
3.92 ± 0.92
4
3.42 ± 0.98
4.07 ± 0.86
2
3.85 ± 0.88
4.23 ± 0.82
1
OVERALL
3.89 ± 0.50
4.16 ± 0.49
The results indicate a significant increase in the overall mean score of the post assessment which shows
that the students perceived significant difference in the development of their cognitive learning competencies
after the treatment of blended teaching.
The cognitive learning skills/competencies were ranked based on the outcomes of the post-assessment.
Details of ranking are as follows: 1) remembering (knowledge) ( x =4.35; sd=0.48), 2) applying (application)
( x =4.25; sd=0.55), 3) understanding (comprehension) ( x =4.24; sd=0.50), 4) evaluating (evaluation) ( x =4.14;
sd=0.64), 5) creating (synthesis) ( x =4.02; sd=0.66), and 6) analyzing (analysis) ( x =3.98; sd=0.72).
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Given the overall profiles of the pre- and post - assessments in Table 3, the researcher further compared
the results using the Paired-samples T-Test to determine the significant impact of the intervention of blended
teaching on the cognitive learning development of students. Table 4 shows the results of the Paired-samples Ttest to verify if there is any difference between means of the two assessments.
Table 4
Paired-Samples T-Test
Paired
Differences
LEARNING COMPETENCIES
t
Mean SD
REMEMBERING (KNOWLEDGE)
UNDERSTANDING (COMPREHENSION)
APPLYING (APPLICATION)
ANALYZING (ANALYSIS)
EVALUATING (EVALUATION)
CREATING (SYNTHESIS)
-0.30
-0.25
-0.22
-0.21
-0.27
-0.56
0.71
0.72
0.84
0.98
0.92
0.94
-8.14
-6.78
-4.99
-4.04
-5.70
-7.39
Eta
squared
Sig.
(2-tailed)
0.15
0.11
0.07
0.04
0.08
0.13
0.000
0.000
0.000
0.000
0.000
0.000
Significance level at α = 0.05; df=362
The overall significance of each learning skill/competency at probability value 0.000 is smaller than the
specified alpha value of 0.05, which imply that there is a significant difference in the scores of the two
assessments. The negative values derived from paired differences denote that there is significant increase of
scores after the intervention of blended teaching. Standard deviations are close to the means which connote
cohesiveness of responses of the population. Given the calculated effect size statistic (Eta squared), the values
show that there is moderate to large effect of blended teaching on learning competencies remembering,
understanding, applying, evaluating and creating. On the other hand, analyzing competency has the smallest
calculated effect size which confirms its rank being lowest from among the other cognitive skills.
Moreover, answers to open-ended questions and focus group discussion were analyzed to identify the
patterns of responses. Majority of the students articulated common responses that account for the significant
impact of blended approach in their learning development which reveal that: a) learning interaction and
communication is facilitated efficiently through face-to-face and on-line process for closer coordination and
management of lessons, homeworks, learning tasks, and other learning materials even during suspension of
classes due to calamities and other eventualities; b) learning facilitation and collaboration is faster, interactive,
creative and innovative; c) learning resources improves skills with varied, interesting, and limitless choice of
learning materials, both hard copies and online; and d) learning assessment utilizes the traditional and internet
operations to review or clarify concepts taken up in class and access new ideas that fuel imagination and lead to
designing varied product creations for business.
Although majority of the students expressed the advantages of blended teaching, some conveyed their
concern on use of technology, especially at home when learning tasks are done outside of teachers’ supervision.
The use of technology can be distracting at times with varied online applications of games and social
networking which may require greater control to stay focus in fulfilling homeworks and other academic-related
tasks. Some of them also expressed their preference towards traditional note taking than use of tablets. Some
students also mentioned that application of technology or use of tablet is more difficult than use of books and
handouts, especially that this perceived difficulty in managing the electronic tool on-campus may be due to the
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disruptive wireless internet connection that often limits connectivity and consequently leads to distraction of
learning.
Implications for Improvement
Moreover, the researcher evaluated the outcomes to finally assess the skills/competencies that received
high and low rankings, significant differences, and other evidences to point out the implications and
recommendations for improvement of the blended teaching approach and other practices in developing the
cognitive learning competencies of the students in Business and Trades.
In both assessments, “Remembering (Knowledge)” ranked highest among the six (6) major
skills/competencies of the cognitive domain of learning with mean scores 4.05 (pre-assessment) and 4.35 (postassessment). Paired mean difference of -0.30 indicates a significant increase after the intervention of blended
teaching. The outcome reflects Anderson and Krathwohl’s (2001, p. 66) emphasis on factual knowledge as an
essential cognitive process that leads to expand for “meaningful learning and problem solving as that
knowledge is used in more complex tasks”. It is further explained that when teachers emphasize on meaningful
learning, students are required not only to “remember what they have learned but also to make sense of and be
able to use what they have learned” (Bransford, Brown, & Cocking, 1999; Detterman & Sternberg, 1993;
McKeough, Lupart, & Marini, 1995; Mayer, 1995; Phye, 1997, cited in Anderson and Krathwohl, 2001, p. 63).
Furthermore, examining low-ranking item, Analyzing (analysis) competency may be reinforced to
enable the students to estimate the profitable impact of business production. The cognitive process of analysis is
extended to cover understanding for fuller comprehension as an introductory skill leading to evaluating or
creating. Jee-Kim and Bonk (2006) based on findings envisioned technology for online education in the coming
years as a vital tool “for virtual teaming or collaboration, critical thinking, and enhanced student engagement”.
The study had shown that instructors agreed that online instructional strategies “create an environment that
supports and encourages inquiry, broaden the learner's experience of the subject matter, and elicit active and
critical reflection by learners on their growing experience base". Taking off from these literature, teachers may
reinforce improvement of the Analysis skill of students to better understand abstract concepts and develop
logical reasoning by creating opportunities, relevant exercises or materials that will build up critical analysis
through thinking and solving problems; make systematic and coherent connections among diverse concepts; and
consider consequences of conclusions or decisions.
Creating (synthesis) competency indicates the need to strengthen the skills of students in designing the
presentation of the product output for marketing and selling; and creating marketing plans/strategies to ensure
profitable sales of their products. Anderson and Krathwohl (2001, p. 84) explains that the cognitive process of
creating requires student’s creative thinking which allows them to “make a new product by mentally
reorganizing some elements or parts into a pattern or structure”. A Policy Brief on Digital Literacy in Education
(UNESCO, 2011) explains how digital learning has influenced the contemporary life of the world today which
makes learners learn the basic skills that would help them, particularly in employment. UNESCO emphasizes
creation of new knowledge as a fundamental basic literacy that leads the learners towards “generating new
information digitally by adapting, applying, designing, inventing, or authoring information”. Given this
paradigm, improvements may be initiated by providing the students with opportunities to explore as many
sources to draw out elements and make creative expressions to organize new products or novel creation
(Anderson and Krathwohl, 2001).
Evaluating (Evaluation) skill in business process may be further improved to direct the students to
conduct inventory of products for sale and other materials to monitor the business proceeds. The cognitive
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process of evaluating enables the students to make judgments based on criteria and standards that deal with
quality, effectiveness, efficiency, and consistency (Anderson and Krathwohl, 2001). Teachers may have various
instances where students seriously understand and focus on real-life applications of consolidating outcome of
production, inventory of products, monitoring of sales and counter checking of internal inconsistencies to test,
detect, monitor, coordinate and scrutinize the different areas of operation. Teachers may create learning
enrichment activities using e-technology by assisting students create a flow chart of work processes where they
discuss and collaborate to point out the features that can be independently followed and conveniently used to
monitor the group’s business activities. Teachers may also extend content discussions to cover mathematical
applications that have significant connections to inventory of products, resources, sales, and other business
related outputs.
Developing Understanding (Comprehension) on how fundamental processes are carried out in an
activity may be strengthened to develop mastery and retention of concepts and application of procedural
patterns. Web-based instruction may be further explored where the design of the learning activities is developed
and controlled by the teacher in order to properly direct the responses and participation of students towards the
desired learning outcomes of the lesson. Teachers may present several learning opportunities for students to
explore, understand, apply procedures and discover how these concepts and processes relate through hands-on
practice. The trend on entrepreneurial education paves the way to prepare the people, particularly the youth to
be entrepreneurial thinkers “by immersing them in real life learning experiences where they can take risks,
manage the results, and learn from the outcomes” (U.S. Department of Labor). Wiggins and McTighe (1998,
cited in Martin-Kniep, 2000) says that whatever content may be taught in class, the goal of the teacher is for the
students to understand the concepts and processes. The authors further explained that “after determining what
students need to know and be able to do, teachers should design the assessments that show evidence of this
understanding” (Wiggins and McTighe 1998, cited in Martin-Kniep, 2000, p. 13). Teachers may strategize on
assessment process that will determine action for improvement where it is needed and to provide support for
program quality and student learning.
Applying (Application) is a procedural knowledge that may be improved to enable the students to apply
marketing strategies to seek for business opportunities. UNESCO reiterates that learning the 21st century skills
leads the learner to the application of academic knowledge and practical skills in varying modes of technology
and traditional learning that encompass a trend in Entrepreneurial Education which prepares young people for
the world of work. Likewise, it develops and molds their attitudes and skills towards entrepreneurial career
goals to face their future responsibilities for their families and the society at large. The teacher may blend the
use of face-to-face instructional strategies with online learning to collaborate on a range of techniques and
methods for the students to better understand the task or concepts and consequently acquire the procedural
knowledge needed to solve the problem or perform the required task. Teachers may use a variety of learning
tools or media such as audio, social network, tables, graphs, flow chart, text, picture or other concrete examples
using technology as a learning resource that will perk up the interests of students to process information, inquire
and expand ideas and concepts, and learn procedures and other processes.
Although Remembering (knowledge) ranked first in the post assessment, low ranking items may be
analyzed to improve on remembering important concepts, facts, theories and principles that are relevant to the
task and identifying essential materials necessary for marketing, production, and sales. The cognitive processes
of remembering involve recognizing and recalling relevant knowledge from long-term memory which may be
factual, conceptual, procedural, or metacognitive. Anderson and Krathwohl (2001, p. 66)) reiterate that
“remembering knowledge is essential for meaningful learning and problem solving as that knowledge is used in
more complex tasks.” Bicknell-Holmes & Hoffman (2000, cited in Castronova, 2012) explain that “instead of
14
engaging in passively accepting information through lecture or drill and practice, students establish broader
applications for skills through activities that encourage risk-taking, problem solving, and an examination of
unique experiences.” Laboratory works or any problem solving tasks may be given as an individual task or may
be done cooperatively by groups to enable the students to take active collaboration by sharing, listening, and
reflecting which allow them to discover other insights and approaches to have broader perspectives that will
enrich their learning experiences and perspectives.
Conclusion and Recommendations
In conclusion, the students perceived significant impact of blended teaching in developing their
cognitive learning competencies in business and trades. The over-all rating of very good with mean scores
between 3.5 – 4.49 denote that the learning competencies are performed very satisfactorily after the intervention
of blended teaching in classroom learning. Moreover, the emerging themes drawn out from the pattern of
responses of the students in the open-ended questions and focus group discussion explain the impact of blended
teaching that supports the outcomes of the survey in the context of learning facilitation and collaboration;
learning resources; learning interaction and communication; and learning assessments. Strategies or
approaches were also pointed out to enhance blended teaching and learning in Business and Trades. Finally,
based on the results, implications drawn from findings, and conclusion, the following action plans are the
recommendations of the researcher:
1. Teachers should create learning structures for students to develop the right concept of the blended
learning process to ensure progressive learning engagement as they undertake flexible access to
electronic resources both from home and on-campus. Integration of various modes of teaching and
learning, combined with the best features of traditional face-to-face and digital learning provide for new
opportunities to develop the student’s individual cognitive developments. A balanced blended structure
may be done through:
 designing web-based learning modules for students to work independently or collaboratively to
expand or create exchange of knowledge;
 processing e-learning experiences through collaborative and interactive traditional face-to-face to
keep students in touch with the real social learning environment. Classroom interaction creates a
responsive learning system teachers gauge learning and make crucial decisions to meet the needs
or address difficulties of students;
 providing for wide array of useful information and resources which students may productively
explore and engage in; and
 assessing students through tests, quizzes, practical exam and other forms of assessments and
constantly provide immediate feedback of their learning performance. Teachers need to keep
track of the students’ over-all learning through focused supervision, instruction, and coaching to
find out their concerns and difficulties and consequently clarify misconceptions and learning
barriers.
2. Teachers should manage a flexible blend of traditional and technology-based activities to allow
individual differences and capacities to adapt to the new learning format. Present-day learners, though
citizens of the digital generation, may experience at some point difficulty managing the e-learning
processes. Teachers should re-examine the learning format and demands of the subject/discipline to help
the students adjust to the challenge of experiencing a combination of face-to-face and electronically
15
3.
4.
5.
6.
inclined learning environment and make them understand and realize the value of collaborating both
technologies in their studies and learning engagement.
Teachers should review and expand learning opportunities vis-à-vis time allocation for students to
develop higher order thinking skills of analyzing, evaluating and creating through simulating objects,
ideas, strategies, or plans into enterprising business where they learn to understand the system and
processes; interpret and articulate observations, findings or realizations; and construct new ideas to
enrich business application. The development of such cognitive skills reinforces organization of
conceptual and procedural knowledge to support ideas, recognize patterns or structures to be able to
arrive at decisions and solutions in business operation.
Improve on-campus wireless connectivity for continuous access to internet technology.
To enhance integration of Information and Communication Technology (ICT) in Business and Trades
curriculum design, teaching methodologies and learning process to create more possibilities to enrich
blended learning and engage students in meaningful and stimulating learning environment.
Teachers should further engage in professional development activities to upgrade and broaden teaching
competencies in order to keep up with the learning requirements of the K to 12 educational program
where students must be provided with appropriate skills training to be at par with the global demands on
learning and work practice.
References
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Wesley Longman, Inc.
Assessing. New York: Addison
Bersin, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. CA: John Wiley and
Sons, Inc.
Castronova, J. A. (2012). Discovery Learning for the 21st Century: What is it and how does it compare to traditional learning in
effectiveness in the 21st Century? Retrieved December 1, 2013 from
http://teach.valdosta.edu/are/Litreviews/vol1no1/castronova_litr.pdf.
Coffey, H. Bloom’s Taxonomy in the Classroom. (University of North Carolina at Chapel Hill School of Education. Retrieved June
27, 2013 from http://www.learnnc.org/lp/pages/4719.
Goodyear, P. & Jones, C. (2003). Implicit theories of learning and change: Their role in the development of e-learning environments
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Martin-Kniep, G.O. (2000). Becoming a Better Teacher: Eight Innovations That Work. MA., USA: ASCD. Retrieved November 11,
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Biographical Note
Glenda R. Villanueva is from Manila, Philippines. She holds the degree of Master of Arts in Education major
in Educational Administration from the Ateneo de Manila University and at present pursuing a doctorate degree
in the same field at the University of the Philippines. At present, she works part-time as faculty in Miriam
College Higher Education Unit and since 1987 she has been with Miriam College High School where she
assumed various positions as classroom teacher, subject area coordinator, year level coordinator, administrative
officer and currently as chairperson for the Department of Business and Trades.