Pupils&rsquo; Study Habits in Blended Learning Modality and Their Academic Performance in Mathematics and English: Inputs for an Intervention Program

Etheyl  Solano,

Pupils’ Study Habits in Blended Learning Modality and Their Academic Performance in Mathematics and English: Inputs for an Intervention Program

Discipline: Education

Abstract:

The study sought to determine the relationship between the pupils’ study habits in blended learning modality and their academic performance in Mathematics and English which serves as Inputs for an Intervention Program in Balara Elementary School, Quezon City during the School Year 2022-2023.The descriptive survey research was employed in this study. A total of 230 Grade 6 Pupils from Balara Elementary School participated in this study. They come from a total of 540 pupils distributed into 13 sections. Cluster – random sampling was used to select the respondents; 18 pupils from each of the sections, or an equivalent of 42.59 percent of the population. The respondents were described based on their demographic profile such as age, sex, family income status, parent’s educational attainment. Based on the findings, the students Agreed that that their online and face-to-face classes are executed with proper time management, with all the necessary learning materials, and with acceptable, appropriate, and inevitable learning environment. In addition, the respondents had good grades in Mathematics and English in three school years. More so, there is a high positive correlation between the English and Mathematics grades of the respondents in three consecutive school years. On the other hand, there is a negligible negative correlation, r = -0.72, between the study habits of the respondents in the online mode in terms of time management and their academic performance in the said subjects, high positive correlation, r = .708 in terms of learning materials, and low positive correlation, r = .492in terms of learning materials. Meanwhile, there is a high positive correlation, r = .727, between the study habits of the respondents in the face-to-face mode in terms of time management, low positive correlation, r = .473, in terms of learning materials, and high positive correlation, r = .771 in terms of learning environment. Furthermore, there is no significant difference in the assessment of the respondents on their study habits in terms of the given aspects and their profile.

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