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the author’s explicit definition. In addition; they also
stated that uncertainties of the definition become the
characteristics of the term “blended learning
approach” and it may be of any form as long as it can
provide a learning opportunity for an individual [6].
For a blended learning approach experience to be
authentic, Herrington, Reeves and Oliver [7] state that
it must follow the foundation in the theory of situated
cognition or situated learning with the application of
technology associated pedagogical approaches to
blend the course [2]. Esteves [8] even ventured the
application of social media for the enhancement of
learning.
For the blended learning approach experience to
be effective, it must follow the four key processes
outlined [2]. In addition, they also added the three
blended learning approach architectures - Receptive,
directive and guided discovery. However, there are
fewer papers for each individual architecture which in
turn be an opening for more studies to be conducted.
To fill in some interesting parts, Hrastinski [9] stated
that there are two types of blended learning
approaches namely: asynchronous [10, 11]. In
addition, Horton [1] also stated his different varieties
of blended learning approach which includes:
standalone course, learning games and simulations,
mobile learning, social learning, and virtual classroom
courses.
Modern Philippine educational instruction,
especially focused on higher education systems are
slowly pacing for blended learning approach
ventures. Interestingly, the University of the
Philippines Open University (UPOU) ventures for
mobile learning approach [1] to tap excluded sectors
of the Filipino society to reach their online learning
programs [4]. (Access to technology as indeed been a
challenge in implementing a blended learning
approach for developing countries like the Philippines
[12]. Further challenges include technological
awareness, curriculum design, motivation, and
learner’s behavior [13].
The rapid growth of computers and network
communication systems with the upbringing of
modern educational instructions has made
Information, Communication, and Technology (ICT) a
superb media in transforming education. ICT also
reaches far out to technology as much as cloud
computing. Nowadays, many are venturing for the
application of cloud computing in delivering a
blended learning approach namely: blended learning
approach cloud [14]. To add, ICT has been proven to
create a paradigm shift of Philippine educational
instruction methods and thus blended learning
approach has been embraced as a means of delivering
efficient and low-cost quality education [15]. ICT and
blended learning approaches have proven to address
educational development effectively as stated by
Button, Harrington, and Belan [16] for a blended
learning approach in nursing education.
This study comes with several critical reasons. First
and foremost is the introduction of blended learning
approach for maritime education systems especially in
the course of ICT. Second, the challenge for modern
instruction parallel to the rise of technology. Third,
the challenge to deliver quality, low cost and effective
education for the maritime workforce. Fourth, the
assessment of effectiveness of blended learning
approach course to the maritime students. Lastly, to
address the challenges of modern shipping in a way
of technological education with the help of modern
pedagogy as well as the rapid assimilation of
education to the leading maritime workforce supplier
of the world.
This study is anchored under the learning theories
for online education specifically the Theory of
Connectivism developed by Siemens [17] that
acknowledges major shifts in the way knowledge and
information flows, grows, and changes because of vast
data communication networks as well as guide the
development of effective learning materials together
with the application of other existing learning
theories.
Generally, this study aimed to determine the
effectiveness of blended learning approach to improve
the students’ academic performance in ICT.
2 MATERIALS AND METHODS
2.1 Research Design
The quasi-experimental method of research was
utilized to effectively answer the questions relating to
the effectiveness of blended learning approach in
improving the student performance in ICT. According
to David [18] quasi-experimental design is nearly the
same as true experimental designs, except that the
former do not have restrictions of random assignment.
The study is a quasi-experimental in structure
since it uses two comparable groups of respondents.
The first group was the “Experimental Group” where
the intervention was applied and the other was the
“Control Group” where the traditional instruction
method is to be applied. In this case, the experimental
group shall receive the blended learning approach
intervention. Furthermore, in line with the objectives
of this research, a pretest-posttest method is to be
employed. The idea is to assess the respondents’
initial and final performances. At the same time,
assess their growth after the intervention. This is done
as to solely isolate the effectiveness of the intervention
with negligible factors affecting the results.
This pretest-posttest quasi-experimental research
design determines the effectiveness of blended
learning approach in improving the student
performance in ICT among first year BSMT students
during the first semester of school year 2019–2020.
2.2 Participants
The participants of this research were two intact
sections relatively comparable first year BS Marine
Transportation sections of the JBLFMU-Arevalo in
Iloilo City, who were enrolled in the course ICT
during the second semester of school year 2019-2020.
They were selected through match-group design
using their General Weighted Average (GWA) in the
second semester, school year 2018-2019. There was a
total of 40 students composed of 20 in the
experimental group and 20 in the control group. The