Date of Completion

2023

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Blended Learning, Clinical Rotations

Abstract

The study utilized a quantitative descriptive-analytical research design, the data were collected from 170 respondents, and a modified, adapted research tool was used to answer the research problems. Stratified random sampling and modified, adapted research tool were used. Data was analyzed through percentage, mean, t-test, f-test, frequency distribution and standard deviation. The following conclusions were drawn from the findings of the study: 1. Majority of the respondents are female, from the socioeconomic status category of PHP 209,620 and above, living with both parents and using at least three gadgets for blended learning. 2. The respondents perceived that blended learning is effective in their knowledge acquisition. 3. The respondents perceived that blended learning is effective in their skills acquisition. 4. There are no significant differences in the perceived effectiveness of blended learning on the knowledge acquisition of third-year nursing students on their clinical rotations when grouped according to socioeconomic status, living arrangements, and number of gadgets used. However, there is a significant difference in the perceived effectiveness of blended learning on the skills acquisition of the students when grouped according to sex. 5. There are no significant differences in the perceived effectiveness of blended learning on the knowledge acquisition of the respondents in terms of sex, socioeconomic status, living arrangements, and number of gadgets used.

First Advisor

Leon L. Fojas

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