Authors : Rosalie B. Ronquillo; Madeleine D. Mendoza

Volume/Issue : Volume 9 - 2024, Issue 12 - December

Google Scholar : https://tinyurl.com/3xujrn3w

DOI : https://doi.org/10.38124/ijisrt/24dec1272

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : The study aimed to assess the relationship between teachers' role and students' learning outcomes and satisfaction and to contribute to a better understanding of teachers’ role in facilitating learners' learning outcomes and satisfaction in blended learning modality. Descriptive method of research was utilized and the following statistical procedures were used to measure the data gathered in the conducted study: percentage, ranking, weighted mean, composite mean, and Pearson correlation coefficient. The study was limited to senior high school learners at Paharang Integrated School who use the Blended Learning Modality, thus respondents were 129 learners from Grade 11 and 12. Based on the results, teachers' roles in blended learning were fulfilled and were observed by the learners. This showed that there is a significant relationship between teachers' perceived roles in blended learning modality and learners' learning outcomes and satisfaction. The study demonstrates the substantial impact of the teachers’ role on the improvement of learning outcomes and satisfaction of the learners particularly in times of COVID-19 pandemics. With this, an action plan was developed to increase teachers' involvement in blended learning focusing on the incorporation of a Learner's LMS handbook and LMS video tutorial to boost learners' interest in blended learning. Further, teachers must have a Learning Task Time Allocation to check if the tasks assigned to learners can be completed in the time allotted. The study provides a holistic result which is significant in evaluating the teacher’s role in learners’ learning outcomes and satisfaction.

Keywords : Learning Outcomes, Learning Satisfaction, Role, Blended Learning.

References :

1. Ali, A., and Ahmad, I. (2011). Key Factors for determining student satisfaction in distance learning courses: a study of Allama Iqbal Open University.
2. Aljarrah, Abdelmuhdi .(2011). University of Jordan Students’ Attitudes Towards the use of the Learning Management System as a learning tool. Dirasat Journal, educational sciences.
3. Bakkenes, J. D. Vermunt, T. Wubbels. (2010). Teacher learning inthe context of educational innovation: Learning activities and learning outcomes of experienced teachers Learning and Instruction, Vol.20, No.6, 533-548.
4. Blazar, D. (2018). Validating teacher effects on students’ attitudes and behaviors: evidence from random assignment of teachers to students.
5. Bulger, M.E., Mayer, R, E., Almeroth, K.C., & Blau, S.D. (2008). Measuring learner engagement incomputer-equipped college classrooms. Journal of Educational Multimedia and Hypermedia, 17(2), 129-143.
6. A.Ferrari, R. Cachia, Y. Punie. (2009) Innovation and creativity in education and training in the EU member states: Fostering Creative Learning and Supportive Innovative Teaching, Spain, European Commission, Joint Research Centre, Institute for Prospective Technological Studies
7. Meyer, J. A., & Mann, M. B. (2006). Teachers’ perceptions of the benefits of home visits for early elementary children. Early Childhood Education Journal
8. Mugenyi, Justine kintu, Chang, Zhu and Edmond Kagambe.(2017). Blended Learning Effectiveness: The Relationship Between Student Characteristics, Design Features and Outcomes. International Journal of Educational Technology in Highaer Education.
9. Retrieved on June 30, 2021:https://www.highereducationdigest.com/the-changing-role-of-the- educator-in-the-new-normal
10. Rong Wang, Jiying Han,Chuanyong and Hongji Xu (2021). How Do University Students’ Perceptions of the Instructor’s Role Influence Their Learning Outcomes and Satisfaction in Cloud-Based Virtual Classrooms During the COVID-19 Pandemic?
11. Rundle-Thiele, S. (2005). MBA marketing students perceptions of their own learning, in ANZMAC Conference Proceedings, CD.
12. Sameena Falleiro. (2013). Moodle-LMS as an Innovative and Cost Effective E-Learning Tool for Open and Distance Learning. Commonwealth of Learning
13. Stenger, Marianne. 2018. Don’t Overload Students: Assigning Too Much Work Discourages Learning: https://tinyurl.com/dontoverloadstudents
14. Umi Kalsom Masrom1,*, Nik Aloesnita Nik Mohd Alwi2 , Nor Hazlin Nor Asshidin.(2019).
15. Understanding Learners' Satisfaction in Blended Learning among Undergraduate Students in Malaysia. Universal Journal of Educational Research 7(10): 2233-2238, 2019
16. Young, A. & Norgard, C. (2006). Assessing the quality of online courses from the students' perspective. Internet and Higher Education