Date of Completion

2023

Document Type

Thesis

Degree Name

Bachelor of Science in Medical Laboratory Science

Keywords

Academic standing, blended learning, online classes, pandemic, education, time management

Abstract

The COVID-19 pandemic affected everyone and forced modern society to adjust to the new normal. Quality of education has been a concern as classes were conducted online for almost three years. The blended learning system was implemented at De La Salle Medical and Health Sciences Institute (DLSMHSI).

This research group thought of a quantitative, non-experimental study that assessed challenges experienced by 240 regular College of Medical Laboratory Science (CMLS) students. An online survey was conducted to gather their demographics and responses via Likert scale. Four formulas were used in this study: the sample size formula for "one" or "single proportion" to compute the total number of respondents, the percentage frequency distribution for problem statements one and two, the Mann Whitney Wilcoxon test for the sex variable, and the Kruskal-Wallis test for the age, mode of transportation, and distance from school. Final conclusions were formulated based on the results of the data.

Most of the respondents were 19 years old, females, used public transportation, lived five kilometers away from school, and had Grade Weight Averages (GWA) of 89 to 92. These were the respondents' perceived effects on blended learning: 52.92% of the respondents “Strongly Agree” with statement 1 (Academic Standing), 29.58% “Strongly Disagree” with statement 3 (Academic Standing), 45% felt “Neutral” towards statement 7 (Academic Standing), and 43.75% “Agree” with statement 2 (Time Management). The perception of students on blended learning when grouped according to the variables have shown significant differences in time management and academic standing, but not in sex.

First Advisor

Clarence Witty Mendoza-Fenol

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