Filipino ESL Learners’ Academic Efficacy, Thoughts and Achievements in the Blended Learning Modality

  • Ryan Kabigting Justino Sevilla High School - Department of Education
Keywords: blended learning, performance, ESL learners, Covid-19, academic efficacy

Abstract

This concurrent embedded strategy of mixed methods design described the ESL learners’ academic efficacy, thoughts and experience and achievement in the BL delivery modality. Fifty learners were purposively selected based on the set criteria. To determine the learners’ academic efficacy, the adapted survey questionnaire for academic self-efficacy scale (ASES) for junior high school learners developed by Mr. Angelo Reyes Dullas of Central Luzon State University (CLSU), Philippines was used, while a semi-structured questionnaire prompted the participants to describe their experiences during the blended learning modality. The collected quantitative data were analyzed and interpreted using the mean, frequency counts, and Pearson r while coding and theming for the qualitative data. The study found that the participants' mean grades were very satisfactory and outstanding during the first and second quarters, respectively. A calculated r-value of 0.78, strongly positively correlated, indicates that the learners’ academic efficacy goes with their performance. This means that the high the academic efficacy, the better the performance in English. The researcher has drawn at least five major themes based on the learners’ narrations. These are the self-directed learning is the new trend, internet connection at loss during OL, academic motivation makes learners go on, web-based educational sites as the source of information, and the student-teacher collaborative learning. This strengthens that BL is an opportunity for learners to learn amid the country’s health crisis.

References

Alyami M, Melyani Z, Al Johani A, Ullah E, Alyami H, Sundram F, et al. (2017). The impact of self-esteem, academic self-efficacy and perceived stress on academic performance: a cross-sectional study of Saudi psychology learners. Eur J Educ Sci (EJES), 4(3):51–68. https://eric.ed.gov/?id=EJ1236022

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of selfefficacy beliefs on academic functioning. Child Development, 67, 1206-1222.

Bandura, A., Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Regali, C. (2001). Sociocognitive self-regulatory mechanisms governing transgressive behavior. Journal of Personality and Social Psychology, 80 (1), 125-135.

Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Learners’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321-7338. https://doi.org/10.1007/s10639-021-10589-x

Blaskova, M., Lepczyck, J. M., Hrinikova, D., and Blasko, R (2019). Sustainable Academic Motivation. Education for Sustainability. https://doi.org/10.3390/ su11215934

Boekaerts, M., and Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educ. Psychol. Rev. 18, 199–210. doi:10.1007/s10648-006-9013-4

Brown, L. J., Malouff, J. M., and Schutte, N. S. (2013). Self-Efficacy Theory. Armidale, NSW: University of New England.

Chemers, M.M., Hu, L., & Garcia, B.F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.

Cortez, C. P. (2020). Blended, Distance, Electronic and Virtual-Learning for the New Normal of Mathematics Education: A Senior High School Student's Perception. European Journal of Interactive Multimedia and Education, 1(1), e02001. https://doi.org/10.30935/ejimed/8276

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Department of Education. (2020). DepEd Learning Delivery Modalities for School Year 2020-2021. https://www.teacherph.com/deped-learning-delivery-modalities/

DepED (2020). Office of the Undersecretary for Curriculum and Instruction. Map of the learning resources needed for each sub-category of distance learning delivery modalities.

DepEd Order 8, s. 2015. Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.

Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of Learners' expectancy-value beliefs. Frontiers in psychology, 8, 1193. https://doi.org/10.3389/fpsyg. 2017.01193

Dullas, A. R. (2018). The Development of Academic Self-Efficacy Scale for Filipino Junior High School Learners. Front. Educ. 3:19. doi: 10.3389/feduc.2018.00019

Elaish, M., Shuib, L., Ghani, N., & Yadegaridehkordi, E. (2019). Mobile English language learning (MELL): A literature review. Educational Review, 71(2), 257–276.

Galyon, C.E., Blondin, C.A., & Yaw, J.S. (2012). The relationship of academic self-efficacy to class participation and exam performance. Soc Psychol Educ 15, 233–249. https://doi.org/10.1007/s11218-011-9175-x

Garcia, R., Falkner, K., & Vivian, R. (2018). Systematic literature review: Self-regulated learning strategies using e-learning tools for computer science. Computers & Education, 123, 150–163.

Greene, B.A., Miller, R.B., Crowson, M., Duke, B.L., & Akey, K.L. (2004). Predicting high school learners’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.

Hermita, M., and Thamrin, W. P. (2015). Metacognition toward academic self-efficacy among Indonesian private university scholarship learners. Proc. Soc. Behav. Sci. 171, 1075–1080. doi:10.1016/j.sbspro.2015.01.268

Hew, K.F., Jia, C., Gonda, D.E. and Shurui, B., Transitioning to the "new normal" of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. Int J Educ Technol High Educ 17, 57 (2020).doi.org/10.1186/s41239-020-00234-x

Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002.

Houda, B., & Karima, G. (2021). Self-directed learning–an effective distance learning strategy during pandemic Covid 19. The case of Master 1 University of Msila (Doctoral dissertation). http://dspace.univ-msila.dz:8080//xmlui/handle/ 123456789/25278

Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38, 67–73.10.1080/00405849909543834

Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19, 15–29.

Key, K. (2020). Going Back to School Online Amidst the Pandemic. Retrieved from: https://www.psychologytoday.com/intl/blog/counseling-keys/202003/going-back-school-online-amidst-thepandemic

Kho, J., Zamora, A. M. S., Diaz, E., Legesang, C., Edar, M. A., & Tamon, C. J. (2020). Analysis of Learners’ Preferences as Academic Source of Information. Ascendens Asia Singapore–Bestlink College of the Philippines Journal of Multidisciplinary Research, 2(1).

Klomegah, R. Y. (2007). Predictors of academic performance of university learners: an application of the goal efficacy model. Coll. Stud. J. 41, 407–415.

Linnenbrink, E. A. & Pintrich, P. R. (2004). Role of affect in cognitive processing in academic contexts. In D. Y. Dai & R. J. Sternberg (Eds), Motivation, emotion, and cognition integrative perspectives on intellectual functioning and development (pp. 55–87). Mahwah, NJ: Erlbaum.

Linnenbrink, E. & Pintrich, P. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Read. Writ. Q. 19, 119–137. doi:10.1080/10573560308223

Maraghi, M., Mortazavi-Tabatabaei, S. A., Ahmady, S., & Hosseini, M. (2018). The relation of educational self-efficacy and motivation among Medical Education learners.

Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38 (1), 30-38.

Nelson Laird, T. & Kuh, G. (2005). “Student experiences with information technology and their relationship to other aspects of student engagement”. Research in Higher Education.

Regional Memorandum no. 20, s. 2020. Policy Guidelines on the Adherence to Ethical Research Principles and Responsibilities in Studies Involving Teaching, Teaching-Related, Non-Teaching Personnel and Learners. https://region3.deped.gov.ph/rm-no-228-s-2020-policy-guidelines-on-the-adherence-to-ethical-research-principles-and-responsibilities-in-studies-involving-teaching-teaching-related-non-teaching-personnel-and-learners/

Sadi, O., & Uyar, M. (2013). The relationship between self-efficacy, self-regulated learning strategies and achievement: A path model. Journal of Baltic Science Education, 12(1), 21. https://www.proquest.com/openview/951e194932ea 4673217f3933fed8f77b/1?pq-origsite=gscholar&cbl=4477238

Schools Division of Pampanga. (2021). Division Memorandum no. 327, series 2021. A resolution approving the adoption of local policy on blended delivery modality in all schools in SDO of Pampanga.

Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). New York, NY: Teachers College.

Sharm, D., & Silbereisen, R.K. (2007). Revisiting an era in Germany from the perspective of adolescents in mother-headed single-parent families. International Journal of Psychology, 42(1), 46-58.

Skilling India, Power Your Education. (July 23, 2020). Self-learning – definition, importance and advantages. https://skilling-india.net/self-learning-definition-importance-and-advantages/

Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43–69.

Torio, V. A. G., & Cabrillas-Torio, M. Z. (2016). Whole brain teaching in the Philippines: Teaching strategy for addressing motivation and academic performance. International Journal of Research Studies in Education, 5(3), 59-70.

UNESCO. (2020). COVID-19 Educational Disruption and Response. https://en.unesco.org/covid19/educationresponse

Valentine, J.C., DuBois, D.L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111-133.

Villavicencio, F.T., Bernardo, A.B.I. (2013). Negative Emotions Moderate the Relationship Between Self-Efficacy and Achievement of Filipino Learners. Psychol Stud, 58, 225–232. https://doi.org/10.1007/s12646-013-0193-y

Xu, X., Wang, J., Peng, H., & Wu, R. (2019). Prediction of academic performance associated with internet usage behaviors using machine learning algorithms. Computers in Human Behavior, 98, 166-173. https://doi.org/10.1016/j.chb.2019.04.015

Xu, X., Wang, J., Peng, H., & Wu, R. (2019). Prediction of academic performance associated with internet usage behaviors using machine learning algorithms. Computers in Human Behavior, 98, 166-173. https://doi.org/10.1016/j.chb.2019.04.015

Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2 (2), 173-201.

Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies. (pp. 202-231). New York: Cambridge University Press.

Zimmerman, B.J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.

Published
2022-10-25