STUDENTS’ PERCEPTION ON THE USE OF INSTRUCTIONAL MATERIALS

DURING FULL ONLINE LEARNING AND BLENDED LEARNING

AND THEIR ACADEMIC PERFORMANCE

A Thesis

Presented to the Faculty of the

College of Teacher Education

BOHOL ISLAND STATE UNIVERSITY

Main Campus, Tagbilaran City

JAMONER, ANN VENIA B.

GEGUINTO, GEMIMA JOYCE C.

PACATANG, DIANNE ROSE G.

RACHO, CHRISTINE JOY C.

JUNE 2023
STUDENTS’ PERCEPTION ON THE USE OF INSTRUCTIONAL MATERIALS
DURING FULL ONLINE LEARNING AND BLENDED LEARNING
AND THEIR ACADEMIC PERFORMANCE

A Thesis

Presented to the Faculty of the

College of Teacher Education

BOHOL ISLAND STATE UNIVERSITY

Main Campus, Tagbilaran City

In Fulfillment of the Requirements for the

Degree Bachelor of Elementary Education

JAMONER, ANN VENIA B.

GEGUINTO, GEMIMA JOYCE C.

PACATANG, DIANNE ROSE G.

RACHO, CHRISTINE JOY G.

June 2023
 APPROVAL SHEET

This thesis entitled, STUDENTS’ PERCEPTION ON THE USE OF

INSTRUCTIONAL MATERIALS DURING FULL ONLINE LEARNING AND
BLENDED LEARNING AND THEIR ACADEMIC PERFORMANCE prepared
and submitted by Ann Venia B. Jamoner, Gemima Joyce C. Geguinto, Dianne
Rose G. Pacatang and Christine Joy G. Racho, in fulfillment of the requirements
for the degree Bachelor of Elementary Education has been examined and
recommended for acceptance and approval for oral defense.

THESIS COMMITTEE

FRITZIE D. DAYOT, PhD

Chair

RENMARK P. DEMETILLO, MEEM THESSE D. TAHIL, MSc

Adviser Statistician

MA. JEANE FRANZ B. MASCARDO, LPT ANTONIETA O. OCANA, PhD, EdD

English Critic Instructor

Approved by the Examining Panel during the Oral Examination conducted on

May 18, 2023 with a rating of _______.

EXAMINING PANEL

FRITZIE D. DAYOT, PhD MA. JOSIE NIÑO, PhD

Chair Internal Panel

ELMER SALIGUMBA, PhD MARY GRACE RAMADA, PhD

Internal Panel External Panel

Accepted and approved as fulfillment of the requirements for the degree

Bachelor of Elementary Education.

May 18, 2023 FRITZIE D. DAYOT, PhD

Date of Oral Defense Asst. Dean, College of Teacher Education
 ACKNOWLEDGMENT

The researchers would like to extend their heartfelt gratitude to those who

helped and contributed a lot for the fulfillment of the conducted research. First

and foremost, to the Almighty God for the abundant gifts, extraordinary

knowledge, and strength He has bestowed upon them while they worked towards

the completion of this study; for giving the courage to face and pursue the study

inspite of the challenges they had encountered; and for giving the researchers

good health that they were able to exert their full efforts and strengths in

conducting the study. Heartfelt gratitude is also offered to the following significant

individuals for their crucial assistance, support and guidance, which served as a

catalyst for the completion of this effort.

Dr. Proceso M. Castil, Campus Director of Bohol Island State University

Main Campus for his trust, support and approval for the researchers to conduct

the study;

Dr. Girlie L. Valeroso, the Dean of College of Teacher Education, for

approving the letters to conduct the study in her officiated college and for

motivating the researchers;

Dr. Fritzie D. Dayot, the Chairperson of the examining panel, for imparting

her knowledge and suggestions;

To Dr. Antonieta O. Ocaña the BEED 2-1 adviser, Mr. Elmer Hamili the

BEED 2-2 adviser and Dr. Fritzie D. Dayot the adviser of BEED 2-3 students for
their approval in conducting the study and support in distributing the printed test

questionnaires;

Dr. Antonieta O. Ocaña, the Research I and Research II instructor, for her

meticulous review of our work, for her guidance, understanding, suggestion,

support, unending patience and expertise from the beginning until the

accomplishment of this study, and supervision from the very start of the study

until its completion;

Mr. Renmark P. Demetillo, thesis adviser, for his unending support,

patience, being approachable, and for the supervision from the very start of the

study until its completion;

Mrs. Thesse D. Tahil, for her great help to the researchers for statistics

and computations through sharing her expertise and wide knowledge of

Mathematics;

Miss Ma. Jeane Franz B. Mascardo, the critic, for her time, expertise and

constructive criticism in correcting the construction of sentences and grammatical

errors in this study;

To the BEED 2-1, BEED 2-2, and BEED 2-3 students of Bohol Island

State University Main Campus for their time and participation in the conduct of

the study and in answering the questionnaires;

To the researchers’ loving parents for their understanding, financial

support and encouragement in pursuing the study;

 The researchers’ classmates and friends for inspiration, encouragement

and moral support in having the study; and

To all people whose names are not mentioned here but have contributed

for the improvement of this work, thank you so much!

THE RESEARCHERS
 TABLE OF CONTENTS

TITLE PAGE…………………………………………………………………… i
APPROVAL SHEET………………………………………………………..…. ii
ACKNOWLEDGMENT……………………………………………………..…. iii
TABLE OF CONTENTS………………………………………………………. vi
LIST OF FIGURES AND TABLES…………………………………………... vii
CHAPTER
1 THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study…………………………………………… 1
Literature Background………………………………………....... 3
THE PROBLEM
Statement of the Problem……………………………………….. 22
Statement of the Null Hypothesis………………………………. 23
Significance of the Study………………………………………… 23
Research Methodology
Research Design…………………………………………………. 24
Research Environment…………………………………………… 25
Research Participants……………………………………………. 25
Research Instruments……………………………………………. 26
Research Procedures………………………………………......... 27
Statistical Treatment……………………………………………… 28
DEFINITION OF TERMS………………………………………………………… 31
REFERENCE LIST………………………………………………………………. 33
APPENDICES
Appendix A
Survey Questionnaire…………………………………………………..... 40
Appendix B
Curriculum Vitae…………………………………..………………………. 44

LIST OF FIGURES AND TABLES

1 Theoretical and Conceptual Framework……………………...... 4
 Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

The modality of instruction in education has been changed to distance

learning modes, while also applying blended learning programs. These include

online classes, printouts, and lessons through social media platforms as COVID

pandemic has disrupted teaching in a variety of institutions (Almahasees Z,

Mohsen K and Amin MO, 2021). It has a negative effect on student achievement

due to related school closures and restrictions (Woessmann 2020) and lack of

interaction and motivation (Almahasees Z, Mohsen K and Amin MO, 2021)

causing students’ low academic performance. In online learning, the key element

is the use of internet in which lectures are all enabled by virtual platforms (Pop,

2022). On the other hand, blended learning is a combination of learning at a

distance and the traditional on-campus learning (Pop, 2022).

On the other hand, blended learning in the Philippines is still considered

new and young (Alvarez, 2020). This change of educational modality had the

greatest impact on the quality of the learning experience (Barrot, J.S., Llenares,

I.I. & del Rosario, L.S., 2021). However, this growing demand for blended

learning possesses problems and challenges that are noteworthy to investigate,

specifically in emerging higher education institutions, which hinder effective and

efficient delivery of teaching and learning (Alvarez, 2020). Learning possesses

problems and challenges that are noteworthy to investigate, specifically in

emerging higher education institutions, which hinder effective and efficient

delivery of teaching and learning (Alvarez, 2020). The challenges of using

instructional materials includes the low effectiveness of materials and lack of skill

and strategies applied by the teachers (Dhakal, 2020).

Presently, the implementation of blended learning is practiced in the

universities including in the state university in Bohol. Blended learning may

provide students the option to study in a traditional classroom within scheduled

time but just like full online, it still limits their learning because full face-to-face is

not yet implemented. With this, teaching and learning continuity amid this time of

crisis requires an analysis to recalibrate the curriculum, capacitate the faculty,

and upgrade the instructional materials. These strategic actions have to be

continuously assessed, to respond to the uncertain, and changing scenarios in

times of crisis (Dayagbil, et al., 2021).

However, it has been acknowledged that students' perceptions are

important for determining the quality of instructional materials used during full

online learning and blended learning environment (Naaj et al., 2012). Identifying

how the two delivery formats are different in their effectiveness for learners’

learning has become an important research topic to better address the teaching

and learning issues residing in both delivery formats. Therefore, the researchers

would like to determine the students’ perception on the use of instructional

materials during full online learning and blended learning and their academic

performance.
Literature Background

Technology has a firm-established role in education experience in the last

decade (Almahasees and Jaccomard, 2020). The technological enterprises have

designed several online platforms, which are driven by the integration of

technology in all walks of life (Al-Azawei et al., 2017; Englund et al.,

2017; Santos et al., 2019). Technology has become part of our social, business,

and educational life’. The use of the Internet has a vital role in disseminating

knowledge via online classes (Silva and Cartwright, 2017). The higher education

institutions’ closure demands online learning, where the course material is

taught. Methods, techniques, and strategies of education have been revised to

deal with uncertain changes in society. For instance, Philippines has replaced

face-to-face instruction with online learning platforms to control the outbreak’s

spread of CoVid pandemic. The government had imposed a national lockdown,

which resulted in universities’ and schools’ closure.

In order to ensure the progress and effectiveness of students’ learning

within the context of the crisis, the education and training industry has promoted

the combination of remote “face-to-face” teaching via television and online

teaching via the Internet (Attard and Holmes, 2020; Ho et al., 2020; Hori and

Fujii, 2021; Mukuka et al., 2021; Pham et al., 2021; Stahl, 2021). The industries

likewise promoted standardized assessment and recognition of academic

achievement using online images. Online learning has become a part of the 21 st

century as it makes use of online platforms. The online approach indicates that

the course is delivered online. Online education is convenient for students where
Constructivism Theory Republic Act No. 11448
(Transnational Higher Education
Constructivism tends to focus on the Act)
student to construct new knowledge Section 2
based on experience…support tools.
Higher education shall serve as a
(Vygotsky, cited by Mal & Adhya, principal instrument for generating
2020) productive knowledge …resource
generation.
Social Learning Theory
Republic Act No. 10650 (Open
Social learning theory considers how Distance Learning Act)
both environmental and cognitive
factors interact… or online media. ---- Mode of Delivery
(Section 9)
(Bandura, cited by Mcleod, 2023) The Open Distance Learning
programs may be delivered using
Connectivism Theory information and…study centers.

Learning and knowledge rest in Republic Act No. 7722 (Higher

diversity of opinions. Education Act of 1994)
Section 2
(Siemems & Downes, cited by
Heliyon, 2020) The State shall likewise ensure and
protect academic freedom and shall
promote its exercise…middle-level
professionals.

BEEd Third Year Students in BISU-Main

Campus, A.Y. 2023-2024

Students’ Perception on Academic Performance of

the Used of Instructional BEED Third Year
Materials During Full Students
Online Learning and
Blended Learning

Proposed Course Action

Figure 1. Theoretical and Conceptual Framework

they can access online materials for 24 hours (Stern, 2020). Online education

turns education to be student-centered, where students take part in the learning

process, and teachers work as supervisors and guides for students (Al-Salman et

al., 2021). Student-centered instruction has currently benefited many new

technologies by using the internet and other advanced technological tools to

share, transfer, and extend knowledge” (Hancock, 2002). The 21 st century

education calls for personalized, productive and collaborative teaching– learning

experiences that are expected to transform the entire education system from

traditional face-to-face (F2F) mode to techno-based independent mode where

the basic focus will be laid on developing the potentials and creativity of the

learners in the best possible ways. However, providing equal access to

education, guaranteeing equity and justice, ensuring timely delivery of need-

based educational contents, engaging the learners through a carefully planned

pedagogical support with the latest online/blended learning technologies could be

seen as the catalyst for change as well as the solution for establishing the

democratic principle of education as a whole. Along with conventional education,

open education has widened the scope of learning opportunities through the

emerging theme of “Bring your own device” to learn. Besides, online platforms

have different tools to facilitate conducting online interactive classes to reduce

students’ loss. Some of the most famous prominent interactive online tools:

DingTalk (interactive online platform designed by Alibaba Group), Hangouts Meet

(video calls tool), Teams (chat, interactive meetings, video, and audio calls),

Skype (video and audio calls), WeChat Work (video sharing and calls designed
for the Chinese), WhatsApp (video and audio calls, chat, and content share), and

Zoom (video and audio calls, and collaboration features) (UNESCO, 2020).

Accordingly, some commonly used applications, such as Microsoft Teams,

Google Meet, Zoom (Ho et al., 2020), Facebook (Barros et al., 2017), allow users

to combine video discussion and screen sharing tools, allowing teachers to

interact and manage the learning progress of multiple students simultaneously

(Sun et al., 2020). These have provided myriad learning opportunities to the

learners by opening up their minds and helping them to gain need-based training

and skills which are the most essential prerequisites for a healthy living in a

society.

On the other hand, according to Lazar et al. (2020), blended learning

results from digital technology and digital educational tools. Online tools such as

apps, books, and computers can be used as lesson plans, lectures, textbooks,

assignments, software, quizzes, tests, resources, audio and video, digital, and

social networking platforms such as Twitter, YouTube, and Facebook (Watling,

2012). Meanwhile, Lazar et al. (2020) used the concept of “digital learning tool” to

refer to digital sources used in blended learning, including: high-tech digital

learning tools which include software to support student learning, such as

interactive boards, scientific software, applications, digital teaching software,

digital textbooks, and mobile devices (smartphone or tablet); and traditional

digital tools which include digital video support, aerial video projectors, interactive
materials, digital assemblies containing interactive resources, and reference

content such as lecture notes and dictionaries (Lazar et al., 2020).

In addition, education has been shifted into the techno-economic culture.

The shift should associate with plans to reduce this shift’s impact on the normal

learning process (Gurukkal, 2020). The change to online in higher education

entails reshaping our view regarding higher education, including institutions and

students’ needs. For instance, theoretical courses can be taught online. In

contrast, the practical courses should be conducted face to face to ensure best

teaching practices in monitoring and guiding students. Therefore, technology can

make larger classes flexible and suiting students’ needs (Siripongdee et al.,

2020). Additionally, teachers give students feedback on assignments that involve

long-term projects and have the students assess the quality of the work (Kashefi

et al., 2012; Umek et al., 2015). Barros et al. (2017) and Kerzˇič et al. (2019)

stated that these assessment results offer students the information they need to

acquire and feedback on how well they have learned. Also, teachers can see the

extent to which the lesson is understood and the students’ learning requirements

must be interpreted and monitored to observe their learning progression

(Adiguzel et al., 2020; Barros et al., 2017; Kerzˇič et al., 2019).

As mentioned in the above concepts, there are different types of

instructional materials in delivering information. Some of the most popular ones

can be classified into print, visual, audio, audio-visual and electronic interactive
materials. In order to help students learn, teachers need to teach any of these

preferences as possible and incorporate activities utilizing these materials in the

curriculum so that students are able to succeed in their classes.

The advancement of technology throughout times has greatly helped

people and nations in many aspects especially in education. However, many

have still met difficulties and barriers in adapting to full utilization of technology in

teaching. Several scholars believed that print-based materials still remain to be

more reliable and sustainable as instructional materials even in developing

countries (Leary & Berge, 2006; Islam et al., 2006). Despite the technological

development, print media are strongly considered to be instructors’ go-to

instructional materials (Udenze, 2018). Meanwhile, Maritim & Mushi (2012),

believed that mixture of different instructional materials to print-based materials

such as print-based with CD, printed materials with online sessions, and printed

materials with classroom discussions can be of advantage to both learners and

teachers in this new generation that adapts different teaching methodologies.

In addition, according to Yiquiang (2014), printed materials are an

important part of the curriculum resources for online education. Classroom

learning materials will likely be mostly digital or remain a mix of digital and print,

representing a significant change from before the pandemic when curriculum

materials were mostly print or a mix of digital and print, according to teacher and

administrator survey results from Bay View Analytics, a statistical research firm.
As students and educators emerge from the pandemic and return to in-person

learning, it’s clear that digital resources in print formats will remain as important

tools in classrooms, said Julia Seaman, director of research at Bay View

Analytics. However, the Bay View Analytics survey found 61% of teachers prefer

print materials, and 59% said students learn better with print materials (Arundel,

2022). This offers a sense of how instructional materials will continue to evolve in

schools and how tools like open educational resources can enhance teaching

and learning. And while digital materials may be easier to access and can be

automatically updated, printed materials hold value, some experts said. For one

thing, print materials can be preserved for a long time. Plus, some studies and

surveys point to educational benefits from printed materials.

In conclusion, print-based materials, despite the extent of the

technological progress the world is experiencing, are as useful as it were prior

the existence of the technology in educational system. For better learning

experience, it has been highly suggested to mix print-based materials with other

ICTs.

On the other hand, visual aids or materials speak to that guide material

which helps the student in obtaining the learning encounters through his visual

faculties. Visual aids include the following: anticipated aids for example movies,

filmstrips, opaque projector, overhead projector and slide projector; realistic aids

for example charts, diagrams, flashcards, graphs, maps, photographs, pictures,

posters, globe, flip books, illustrated books, models, silent motion pictures;

boards for example writing board, bulletin board, flannel board, magnetic board;

and 3-D Aids, for example graphs, models, mock-ups, objects, and puppets.

According to Merriam-Webster Dictionary, a visual aid is a teaching device that

makes language easier to understand. Visual learning also helps students to

develop visual thinking, which is a learning style whereby the learner comes to

understand better and retain information better by associating ideas, words and

concepts with images. Research tells us that the majority of students in a

classroom need to see information in order to learn it (Jamal, 2016 cited by

Cherrez & Moya, 2018).

On the same thought, with the technological advancement, a number of

opportunities for learning methods were presented and offered for better learning

experience with audio materials. Audio materials were one of the teaching

materials used when technology was limited at a certain time. The oral

communication has long been the main medium for learning and disseminating

information and knowledge (Clark & Walsh, 2004). Meanwhile, digital audio

production and distribution have paved a way for new methods in facilitation and

preservation of this learning tool to be utilized once again in this new generation.

Example for this is podcasting which existed to deliver online audio content. It is

observed that through podcasting, content can be delivered to listeners without

hassle. It has increased the number of learners that use the platform to create

topics for different purposes as the course see fit (Muppala, 2010).
 On the other hand, audio materials speak to that guide material which

encourages the student to procure the learning through his sound-related

faculties. Like radio, recordings (tape disc) and television, video tapes, language

research facilities, sound appropriation frameworks, and public addressing

system, audio instructional materials develop listening comprehension. According

to Brown & Yule as cited in Godwin (2015), ‘listening comprehension means that

a person understands what he/she has heard’. If he/she learns the text through

hearing it, he/she will understand it. Audio materials allow interactive process in

which listeners are involved in constructing meaning (Rost 2012). Listeners

comprehend the oral input through sound discrimination, previous knowledge,

grammatical structures, stress and intonation, and the other linguistic or non-

linguistic clues. According to Hassan (2017), listening comprehension is the

various processes of understanding and making sense of spoken language

which are developed with the use of audio materials. These involve knowing

speech sounds, comprehending the meaning of individual words, and

understanding the syntax of sentences. According to Anthony (2009, p. 1),

―students will have the understanding of sounds in utterances without the aid of

any visual representation or medium. It is an aural-oral exercise involving only

pure verbal responses and making use of the hearing organ and the brain. As

Hassan (2017, p. 138) pointed out, audio materials provides the right conditions

for language acquisition and development of other language skills’. This means

that, listening is essential not only as a receptive skill but also to the development

of spoken language proficiency. Hassan (2017) sees audio materials stimulate

listening comprehension as the understanding of the implications and explicit

meanings of words and sentences of spoken language. It is clear from the above

definitions that listening comprehension is the skill that is mainly acquired with

the use of audio instructional materials. It requires complete attention of students

in order for them to understand and make meaning out of listening text.

In conclusion, audio instructional material can still be an effective tool in

teaching learners especially in these times where hybrid learning is practiced.

This gives time for both teachers and learners time to accomplish tasks in their

own pace and it lets them explore possibilities as it opens new opportunities and

learning experience.

Also, as an overview about audio-visual aids in today's time of

digitalization, internet and hypermedia gives a more extensive assorted variety of

audio-visual techniques that can be connected in all spaces. According to

Shafira, R., & Rosita, N., (2022) it speaks to every one of those types of gear and

help material in which the student gets chance to use the two his sound-related

and visual faculties for picking up the ideal learning encounters. Like Television,

Video-films, Video Compact Disks, Cartoon films, Motion Pictures, and

Computers. Audio-visual material can be used as the material in listening,

speaking, reading, and writing activity. Most students thought that they more

understand the material if teacher use audio visual. In addition, audio visual

materials help students in memorizing the information, pronouncing the word

accurately, improving reading comprehension, and increasing writing ability.

Also, learning by using audio visual make the learning activities more enjoyable

and fun. In short, the audio-visual material is attractive, effective, relevant, and

motivated students in learning process. Also, audio-visual media technologies

support the impartation of information between transmitter and receiver, and as

they illustrate objective reality, they contribute to the learning process through

representations. Their utilization in the educational procedure results in the

achievement of planned teaching or planned learning and reduces the factor of

learning style, according to which all learners are not alike, and teaching should

be adapted to individual comprehension styles. The primary reason to design

visual media is to communicate a message or information, and they are two-

dimensional materials. The contemporary society is highly visualized, especially

when taking into account that visual material, such as photographs in various

publications, posters/signs on the streets, and graphics, are used daily and are

encountered on various websites on the internet through the computer’s screen.

The reason is that visual materials are more efficient and allow the

representation of images, causing identical cognitive recognition processes, such

as those we follow in the real world. In the context of the educational process,

visual media are essential elements, since they have the ability to increase the

effectiveness of teaching through graphs, illustrations, charts, and more, as they

are mostly based on the way the message is presented, as well as on the

receiver’s ability to decode the messages. In addition, visual media emphasize

concepts, increase comprehension, and broaden perception, giving the abstract

or the virtual representation of the information referred to in the text as content or

structure (Nicolaou, C., Matsiola, M., & Kalliris, G., 2019).

Similarly, Electronic Interactive instructional materials are important

components for full online and blended learning in delivering instruction. These

materials include computer, laptop, smartphone and more. According to Bernard

et al. (2014), he conclude that the element of technology integration in online or

blended learning courses seems to lead to very low, though significant

improvement in student achievement – particularly when technology yields

cognitive support or facilitates student interaction. In González-Gómez et al.’s

study (2016), it is the adoption of a flipped classroom model of blended learning

in a general science course that results in higher grades among teacher training

students when compared with those achieved by students following a traditional

classroom setting. Though no specific predictor is mentioned by Israel (2015) or

Potter (2015), the former still observes modest positive impacts on students’

learning outcome resulting from the adoption of the blended format, while the

latter records grades significantly higher in the blended option than for the full

online format.

Furthermore, this study is anchored on theories and concepts that provide

facts as learning is explained in many ways by different ideas. In line with this

study, the following theories best explain the learning process.

 With the stated related readings, the Constructivism Theory is included.

Constructivist Theory is proposed by Lev Vygotsky (1968). In this theory, social

exchange and collaboration are foci of the social constructivist theory grounded

in the work of Vygotsky. A major theme of social constructivist theory is that

social interaction plays a fundamental role in the development of cognition.

Vygotsky postulated that cultural development happens twice, first on the social

level (between people), then later on the individual level (inside the mind). In

addition, Constructivism tends to focus on the student to construct new

knowledge based on experience, which increases and improves learning

outcomes. It can be applied in the full online learning and blended learning

environments and strategies which possess the characteristics to facilitate

adapting and employing constructivist principles, and also elements in the

learning process, which improves students’ critical thinking, analysing, problem

solving skills, knowledge construction, and collaborative working, through its

variety of learning strategies and ICT support tools (Mal & Adhaya, 2020).

Another theoretical support is the Social Learning Theory of Albert

Bandura (1977). Social Learning Theory considers how both environmental and

cognitive factors interact to influence human learning and behavior through

symbolic model, which involves real or fictional characters displaying behaviors

in books, films, television programs, or online media (Bandura, A. cited by

Mcleod 2023). It is often described as the ‘bridge’ between traditional learning

theory or behaviorism and the cognitive approach. This is because it focuses on

how mental (cognitive) factors are involved in learning and encompasses

attention, memory, and motivation. (Nabavi, R. T & Bijandi, M. S., 2012).

Bandura further demonstrated that students learn and imitate behaviors which

they have observed in their environment. On this process, he identified another

basic models of observational learning: A live model, which involves an actual

individual demonstrating or acting out a behavior just like a teacher who teaches

students and delivers his or her instructions during blended learning live in a

classroom setting; and a verbal instructional model, which involves descriptions

and explanations of behavior which may refer to the teacher who explains his or

her instruction during full online and blended learning instructional tools used by

the teachers as they deliver the lesson (Nabavi, R. T & Bijandi, M. S., 2012).

Lastly, the Connectivism Theory of Siemems and Downes (2005) also

supports the study. The connectivist theory posits that learning takes place when

learners make connections between ideas located throughout personal learning

networks like with other individuals, databases, social media, Internet, and

learning management systems. The connection of the right individuals to the right

resources can enhance the learning for all within the network. Learning and

knowledge rest in diversity of opinions (Heliyon, 2020).

In line with the theories above, it was mentioned that online teaching

emerged as a potential tool to support students’ learning remotely. To ensure

that education at all levels could continue in times of crisis, the educational
institutions switched to online mode of teaching–learning. The practical usage of

platforms such as Zoom, Google Meet, as well as learning management systems

(LMS) like Moodle, Blackboard, etc. support students’ learning in all possible

ways which connect students to the right sources which can enhance their

learning (Hasan 2020). On the other hand, review of relevant research in this

area indicates that students were generally positive about the blended learning

environment (Drysdale et al, 2013). Also, results showed that high achievers

were the most satisfied with their blended course and they found the course

more convenient and more engaging because it allows students learn at there

own pace at the same time, collaborating with other students through the use of

technology. Compared with low achieving students, high achievers preferred

blended format over fully face-to-face or online mode (Owston, York, & Murtha

2013). Smyth, Houghton, Cooney & Casey (2012) discovered several benefits of

blended learning. Results showed that students appreciated the accessibility and

flexibility that they thought characterized blended learning. Other benefits

identified included greater freedom in planning their learning, more response in

learning the content, and a better effect on learning the method. Higher

education institutions and faculty are always looking for ways to reach and retain

these learners. Blended courses can enable access to the course material online

at any time of the day and be reviewed as needed, gaining increased flexibility

allowing students to construct their own ideas, activities and outputs in school.

Blended learning also provides flexibility to students and enhances feedback time

(Sharpe, et al., 2006; Ignacio et al., 2008; Alebaikan and Troudi, 2010; Korr et
al., 2012). These perspective deepens students’ experiences in the world and

aids their construction of new knowledge through the exchange of ideas with

others. Often group activities such as projects, experimentation, and discussions

are utilized. Learners engage with the content and then decompress with one

another to develop or construct meaning from various activities. The teacher acts

as a guide or translator by setting up the instruction to allow the learners to

explore concepts. As the learners explore the concepts, the teacher then assists

the learners in translating what they have found into the learner’s current state of

understanding (Oyarzun, B. & Sheri Conklin, 2020). The rise of learning

technologies presents tremendous opportunity for educators and institutions to

engage students in innovative ways. When used appropriately, technology can

foster student engagement (Revere and Kovach 2011) and consequently,

enhance student performance and course satisfaction (Hsu and Hsieh 2011;

Johnson et al. 2008). Technology mediated courses such as those delivered in

purely e-learning or hybrid learning modes allow students some flexibility in

engaging in their courses in their own space and time (Holsapple and Lee-Post

2006) and facilitate interactions otherwise not possible in traditional classrooms.

Blended Learning in particular, helps students increase their interactions,

communication skills, self-confidence, self-awareness, as well as encourage

discussion and collaboration not only with their lecturers but also with their peer

classmates and course materials leading to an overall positive experience

reported by the students (Kumar 2009; Richardson and Ice 2010; Chan et al.

2016) thus becoming more active in their learning (Kumar 2010) and creating a
more interesting and engaging learning process. This may be accomplished by

introducing modern technologies and tools to enhance the learning activities in

offering courses that many students in this digital age already feel comfortable

using and thus be more willing to participate and collaborate with others in such

e-activities supporting a constructivist approach (Hoic-Bozic et al. 2016;

Cummings et al. 2017).

However, nevertheless, understanding how online learning interplay with

each other to bring about more effective learning has remained somewhat

blurred. Crawford and Snider (2000) argue that curriculum materials are a vital

part of the educational enterprise, suggesting that the vast majority of classroom

instruction is centered on printed materials. In contrast, Slavin and Lake’s (2008)

synthesis of curriculum studies indicates that instructional improvement had a

larger impact on student performance than the choice of curriculum. Determining

the efficacy of one set of curriculum materials relative to another is often difficult.

Two key qualities faculty consider when selecting learning materials for their

students are proven efficacy and trusted quality (Allen and Seaman 2014). Some

have a perception that lower quality materials cause lower learning outcomes

(Kahle, 2008). it is crucial to understand the learner’s perception of Blended

Learning as these perceptions can be used in designing a more detailed and

realistic strategy for meeting the student’s educational needs (Kim 2012). A study

conducted by Wu et al. (2010) postulated that performance expectations and the

learning environment determined the learning satisfaction of students from a

Blended Learning environment. Students view flexibility of access as an

important element of Blended Learning however, others reported that Blended

Learning reduced their interaction with their teachers and their peers (Kim 2012).

Some students may even feel isolated by Blended Learning if teachers do not

promote social networking and community building (Donnelly 2010) which could

lead to reduced motivation to learn (Osguthorpe and Graham 2003).

Moreover, institutions like the higher education has a big role to deliver the

essential, relevant and important knowledge and skills to students. The

educational community should also provide effective strategies with the use of

instructional materials that would continue the education of people especially in

times of crisis. This is to ensure that the education is still accessible that would

continue fostering literacy in the community. All of these are required to carry out

the Republic Act's underlying provisions.

From the Section 2 Declaration of Policy of the Republic Act No. 11448

otherwise known as, “The Transnational Higher Education Act” states that:

"Higher education shall serve as a principal instrument for generating

productive knowledge, innovation and technology to develop relevant and
technical higher order skills needed to compete in the knowledge economy
to redound in, and ensure, resource generation."

The Section 2 which is the Declaration of Policy of the Republic Act No.

11448 emphasizes that the higher education shall provide quality education

which is relevant to the changing needs of the people and society. The State
recognizes that rapid developments brought about by globalization, including

liberalization of trade in goods and services and expanding use of information

and communication technologies, have created a climate for borderless teaching

and learning. In this light, the State shall endeavor to modernize the Philippine

higher education sector, and bring international quality standards and expertise

into the country, with a view to making higher education globally competitive,

attracting a flow of talented students, faculty, and staff and improving the

country’s human resource base.

Additionally, Section 9 Mode of Delivery of the Republic Act No. 10650

otherwise known as “Open Distance Learning Act” states that:

“The Open Distance Learning programs may be delivered using information

and communications technology and other approaches, such as the
following: Print – textbooks, study guides, workbooks, course syllabi,
correspondence feedback and other print formats; Audio-Visual – radio, The
audio cassettes, slides, film, videotapes, television, telephone, fax, audio-
conferencing and video-conferencing; Electronic/Computer Technology and
Virtual Classrooms – internet, CD-ROM, electronic mail, e-bulletin boards,
podcasts, m-learning, i-lectures, e-learning or online learning management
systems; and Face-to-Face Sessions – conducted in learning and study
centers.”

Section 2 Mode of Delivery of the Republic Act No. 10650 declares that the

higher education institution shall expand and further democratize access to

quality tertiary education through the promotion and application of open learning

as a philosophy of access to educational services, and the use of distance

education as an appropriate, efficient and effective system of delivering quality

higher and technical educational services in the country.

 Also, Section 2 Declaration of Policy of the Republic Act No. 7722

otherwise known as the “Higher Education Act of 1994” states that:

“The State shall likewise ensure and protect academic freedom and shall
promote its exercise and observance for the continuing intellectual growth,
the advancement of learning and research, the development of responsible
and effective leadership, the education of high-level and middle-level
professionals.” The

Section 2 Declaration of Policy of the Republic Act No. 7722 emphasizes that the

State shall protect, foster and promote the right of all citizens to affordable quality

education at all levels and shall take appropriate steps to ensure that education

shall be accessible to all. State-supported institutions of higher learning shall

gear their programs to national, regional or local development plans. Finally, all

institutions of higher learning shall exemplify through their physical and natural

surroundings the dignity and beauty of, as well as their pride in, the intellectual

and scholarly life.

Therefore, the teacher and the institution must cater the students’ needs in

terms of providing them with quality and equal access of education with the use

of effective instructional materials. Hence, the teaching and learning process will

become efficient if these will be met. Significantly, the students’ performance will

improve and their perceptions on the use of instructional materials during full

online learning and blended learning will become positive.

Thus, the researchers based this study – Student’ Perception on the Use

of Instructional Materials During Full Online Learning and Blended Learning, on

the aforementioned theories, concepts, and legal foundations.

 THE PROBLEM

Statement of the Problem

This study aims to determine the significant relationship between students’

perception on the use of instructional materials during full online learning and

blended learning and the academic performance of Bachelor of Elementary

Education third year students of Bohol Island State University Main Campus for

the academic year 2023-2024.

Specifically, the study seeks to answer the following questions;

1. What is the students’ perception on instructional materials used in full

online learning and blended learning in terms of:

1.1 Print;

1.2 Audio;

1.3 Visual;

1.4 Audio-visual;

1.5 Electronic Interactive materials?

2. What is the academic performance of the students during:

2.1 1st semester;

2.2 2nd semester?

3. What is the significant difference between the students’ perception of the

instructional materials used in the full online learning and blended

learning?
 4. What is the significant relationship between the following:

4.1 Instructional materials used in full online learning and academic

performance of students;

4.2 Instructional materials used in blended learning and academic

performance of students?

5. What action plan can be proposed based on the results of the study?

Statement of the Null Hypothesis

𝐻𝑜: There is no significant relationship between:

a. Instructional materials used in full online class and academic

performance of students

b. Instructional materials used in blended learning and academic

performance of students

Significance of the Study

The researchers believe that this study will benefit the following:

School Administrators. This will help them to suggest and innovate effective

instructional materials to be used by the teachers especially in the possible

reoccurence of crisis such as the Covid pandemic.

Teachers. This research will benefit the teachers or instructors to carefully

choose and use the instructional materials that will fit to the learners. This will
further helps teachers to implement innovative and effective teaching strategies

with the use of instructional materials to deliver quality education.

Students. This will benefit students to wisely utilize and maximize the use of

instructional materials that support their learning. This will also help to enhance

their learning ability and to acquire meaningful experiences and ideas. Learning

materials can significantly increase learners’ achievement by supporting

learning.

The Future Researchers. This study will serve as a guide to researchers for

future research. Moreover, to further verify this study, other researchers could

conduct a study that focuses in improving innovative instructional materials that

will help the teachers to deliver the instructions effectively and for the students to

learn the lesson thoroughly and meaningfully.

RESEARCH METHODOLOGY

Design

To achieve the purpose of this study, the researchers will use the

descriptive-correlational design. This aims to describe two or more variables and

their relationships. Descriptive correlation design can provide a picture of the

current state of affairs (IvyPanda, 2022). In finding out the perceptions of the

students on the instructional materials used in the full online learning and

blended learning, a correlation research design will be used. Correlation research

design attempts to determine the extent of a relationship between two or more

variables using statistical data.

Environment

The study will be conducted in Bohol Island State University (BISU) Main

Campus. BISU Main Campus is a public institution of higher learning in Bohol,

Philippines. It was formerly called the Central Visayas State College of

Agriculture, Forestry and Technology (CVSCAFT). The institution operates

campuses spread throughout the province, with the main campus located at

C.P.G North Avenue, Tagbilaran City, Bohol. The researchers chose BISU Main

Campus as their research environment since it offers full online learning during

the first semester and blended learning during the second semester for the

academic year 2022-2023. BISU conducted full online and blended learning

using different types of instructional materials.

Participants

The researchers of this study will utilize stratified random sampling which

involves the division of the entire population into smaller subgroups. The

students will be selected randomly from the BEED Third Year of Bohol Island

State University- Main Campus enrolled in the Academic Year 2023-2024. The

researchers will select the BEED Third Year students since they are the ones

who experienced the full online learning and blended learning. Researchers

believed that the BEED Third Year students can get better result in relation to

their academic performance and can respond to whatever question to be done in

the study. There were three (3) sections consist of BEED 2-1 having a total of 40

enrolled students, BEED 2-2 having 32 enrolled students and BEED 2-3 having

33 enrolled students in BEED Third Year level. There are 105 students in all and

their will be 51 students to be randomly selected as the sample size. The

researchers will get the sample size using Cochran sample size test. In using

Cochran sample size test, the 40 students from BEED 2-1 will be divided into 105

multiplied by 51 with a total of 19 students. The 32 students from BEED 2-2 will

be divided into 105 multiplied by 51 with a total of 16 students. The 33 students

from BEED 2-3 will be divided into 105 multiplied by 51 with a total of 16

students. If the sample size of each section that is: 19 students from BEED 2-1;

16 students from BEED 2-2; and 16 students from BEED 2-3, there will be 51

participants in all.

Instrument

The main tool will be the use of survey research method, specifically

researcher-made questionnaire through printed materials to be distributed to the

students. This tool will be made to determine the students’ perception on the use

of instructional materials during full online learning and blended learning and their

academic performance. Survey questionnaires will be utilized, from the United

International Journal Research and Technology (2023) on the students’

perception on the use of instructional materials during full online and blended

learning classes.
 The questionnaire will be prepared and the data will be recorded. The

questionnaire consists of one (1) table and is divided into two (2) parts. The first

part of the questionnaire will be all about the perception of students on the use of

instructional materials during full online learning. The second part will be the

perception of students on the use of instructional materials during blended

learning. A 4-likert scale will be used to measure and determine the level of

students’ perception as how effective the instructional materials are during full

online learning and blended learning: four (4 is for Strongly Agree (SA); three (3)

is for Agree (A); two (2) is for Disagree (D); and one (1) is for Strongly Disagree

(SD). Regarding with the students’ academic performance, the researchers will

gather the data from the students’ report card from their 1 st semester’s general

weighted average grade for the full online learning while the 2 nd semester’s

general weighted average grade will be also gathered for the blended learning

and secured permission from the registrar’s office.

Procedure

Gathering of data will follow a systematic procedure below.

Phase 1. Preliminary Activities

A letter will be sent personally to the Dean of the College of Teacher

Education and to the section one (1), two (2) and three (3) advisers of Bachelor

of Elementary Education to ask permission to conduct the study to the students.

The letter will contain the purpose of the study, the flow of the study and the

gathering of data that will be conducted with a request for approval to conduct
the study to the participants. Furthermore, a letter will be given to the office of

registrar to ask permission to get the 1 st semester and 2nd semester grades of

BEED third year students for the academic year 2023-2024.

Phase 2. Actual Activities

The 51 survey questionnaires will be distributed to the respective

respondents and it will ensure that the instructions of answering the

questionnaire appropriately followed. Furthermore, the 1 st semester and 2nd

semester's general weighted average grades of students for the academic year

2023-2024 will be gathered from the registrar’s office.

Phase 3. Post Activities

The researchers will gather the data from the questionnaires. The

gathered data will be recorded, measured and interpreted.

Statistical Treatment

In determining difference between the students’ perception on the use of

instructional materials during full online learning and blended learning, weighted

mean was used.

where,

WM= Weighted Mean

fx= summation of the weighted mean

 𝑁= number of participants

The computed weighted mean was interpreted using the scale below:

Range Description Interpretation

4 Strongly Agree The instructional materials

are very effective to the
extent that students
master content and skills;
and learn and retain
information more
efficiently.

3 Agree The instructional materials

are effective to the extent
that students are only get
familiar with the content
and skills of the lesson;
and retain and learn
information efficiently.

2 Disagree The instructional materials

are not so effective to the
extent that students are
having a hard time to
master content and skills;
and is not efficiently
learning and retaining
information.

1 Strongly Disagree The instructional materials

are not effective to the
extent that students do not
master the content and
skills required of the
lesson.
 In getting the difference between the student’s perception of the

instructional materials used in the full online learning and blended learning, the

Paired t- test was used and was computed using the following equation:

∑d
t¿
√ n ( ∑ d ) −(∑ d)²
2

n−1

where,

d= difference per paired value

n= number of samples

Spearman Rho Correlation

In determining the relationship between the instructional materials used in

full online learning and blended learning and the academic performance of the

BEED third year students, the Spearman Rho Correlation was used and was

computed using the following equations:

6 ∑ di 2

ρ=1− 2
n(n −1)

Where,

ρ = Spearman’s rank correlation coefficient

di= difference between two ranks of each observation

n= number of observations

To interpret the value of r, this relationship scale was used:

 Absolute value of r Interpretation

± 0.00 – 0.20 Negligible

± 0.21 – 0.40 Low

± 0.41 – 0.60 Substantial

± 0.61 – 0.80 High

± 0.81 – 1.00 Very High

To interpret the BEED third year students’ grades for both online learning

and blended learning, the grading system in BISU will be used with the following

Interpretation:

Rating Description

1.2-1.0 Excellent

1.5-1.3 Very Good

2.5-1.6 Good

3.0-2.6 Fair

5.0 Failure

Source: Bohol Island State University- Main Campus Student Manual. pp 7 & 8.

DEFINITION OF TERMS
 The following terms are defined operationally and conceptually to clarify

the vagueness of the usage to obtain a clear understanding of the study.

Academic Performance. Refers to the grades of students for the first semester

and second semester for the Academic Year 2022-2023.

Audio Materials. Pertains to those instructional materials that can be used as

hearing aids such as podcasts.

Audio-visual Materials. Refers to those instructional method of education that

uses audio and visual as a mode of learning.

Blended Learning. Is an approach to education that combines online

educational materials and opportunities for interaction online with physical place-

based classroom methods. This also refers to the 2 hours of face-to-face learning

and 1-hour online learning for education major subjects while 1 hour is of online

learning and 2 hours learning of face-to-face learning is utilized for minor

subjects.

Electronic Interactive Materials. These are electronic interactive resources

designed in teaching. Such materials include computer, laptop, computer and

smartphone.

Full Online Learning. It is an approach to education where learning occurs

online during the first semester of the Academic Year 2022-2023. Learning was

observed as all discussions, assessments and minor exams took place online

while only major exams took place in a face-to-face classroom setting.

Instructional Materials. Refer to materials created by the instructor to deliver

instructions and to the knowledge of a student or provide support for their

methods of learning the information.

Perception. The act or process of perceiving, or apprehending by means of the

senses or of the mind and understanding of the use of instructional materials.

Print Materials. These are paper-based materials that reach intended audiences

through written words or illustrations such as handouts and course syllabus.

Visual Materials. This refer to any devices that can be seen and visualized such

as graphics, photographs, concept maps, and Powerpoint presentations.

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 Appendix A

Republic of the Philippines

Bohol Island State University
Main Campus
Tagbilaran City

Vision: A premier Science and Technology university for the formation of a world class and virtuous human
resource for sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the
professional and technological fields; undertake research and development, and extension services for
sustainable development of Bohol and the country.

Introduction:
Please complete this survey truthfully. All information and answers will
be completely anonymous and cannot be linked to you in any way that
can identify you. Any concerns in regard to the survey can be
communicated to the researchers. Thank you for your time and
cooperation.

Direction: Please indicate your level of agreement or disagreement with these

statements regarding to what you have experienced during full online learning
and blended learning using the different types of instructional materials. Please
put a check mark (/) on the space provided.

SURVEY QUESTIONNAIRE

Name: (Optional)______

LEGEND

Range Description Interpretation

4 Strongly Agree The instructional

materials are very
effective to the extent
that students master
content and skills; and
learn and retain
information more
 efficiently.
3 Agree The instructional
materials are effective to
the extent that students
are only get familiar with
the content and skills of
the lesson; and retain
and learn information
efficiently.
2 Disagree The instructional
materials are not so
effective to the extent
that students are having
a hard time to master
content and skills; and is
not efficiently learning
and retaining information.
1 Strongly Disagree The instructional
materials are not
effective to the extent
that students do not
master the content and
skills required of the
lesson.

Table I. Students’ Perception on the Use of Instructional Materials During

Full Online Learning and Blended Learning

Full Online Learning Blended Learning

Print Perceptions SA A D SD SA A D SD
(4) (3) (2) (1) (4) (3) (2) (1)
Printed materials
can be read and
reviewed on my
own time and at
a place of my
own choosing.
Print materials
are well
organized and
structured.
 Full Online Learning Blended Learning
Perceptions SA A D SD SA A D SD
(4) (3) (2) (1) (4) (3) (2) (1)
Material
promotes
cognitive
development.
Print materials
makes me
comfortable to
learn my
lessons.
The lessons can
be easily
understood
through print
materials
because it
provide clear
and detailed
instructions.
Audio The discussions
or inputs by the
teacher can be
easily
comprehended.
Audio materials
such as
podcasts are
attention-getting
and also as a
way to increase
involvement.
Audio materials
enable replays
of discussion in
mastering the
lesson.
The lesson can
be easily
mastered with
audio aids.
Audio materials
provide variety
and another
perspective from
 text, a ‘break’ in
learning that
refreshes the
learner and
maintains
interest.
Full Online Learning Blended Learning
Perceptions SA A D SD SA A D SD
(4) (3) (2) (1) (4) (3) (2) (1)
Visual Visual materials
such as
PowerPoint was
reinforcing the
concepts in a
better way.
Images and texts
are contrasted
and big enough
that help in
retention of
memory.
Visual materials
such as charts
are clearly
presented so it
facilitate better
understanding of
concepts.
It allows for the
presentation of
course content in
logical,
sequential
manner in ways
that facilitate
learning.
The words in the
text and
graphical
designs are
engaging.
Audio- The class
discussion is
visual engaging
because audio-
visual materials
 provide a multi-
sensory
experience.
Full Online Learning Blended Learning
Perceptions SA A D SD SA A D SD
(4) (3) (2) (1) (4) (3) (2) (1)
Audio-visual
materials are
versatile and can
be used to cater
my own learning
styles.
Audio supported
with images on
the screen can
be easily
comprehended
and
remembered.
Audio-visual
materials
capture my
attention
because it
makes learning
more interactive
and engaging.
Audio- visual
materials foster
and enhance
retention of
information.
Electronic Electronic
interactive
Interactiv materials provide
clear
e instructions.
Electronic
interactive
materials helps
me focus and
get higher
scores during
exams.
The
material/contents
provided using
electronic
interactive
materials are
relevant and
adequate.
Full Online Learning Blended Learning
Perceptions SA A D SD SA A D SD
(4) (3) (2) (1) (4) (3) (2) (1)
The material
provides ease to
communicate
with the
instructor
whenever I have
queries.
Electronic
Interactive
materials are a
lot easy to
handle.
 APPENDIX B

CURRICULUM VITAE

ANN VENIA B. JAMONER

“Ven”
PERSONAL DATA
Age : 21 years old
Date of Birth : November 14, 2001
Place of Birth : Cabawan, Maribojoc, Bohol
Residence : Purok 7 Pangihan, Cabawan,
Maribojoc, Bohol
Gender : Female
Religion : Roman Catholic
Citizenship : Filipino
Father’s Name : Victor C. Jamoner
Mother’s Name : Antonietta B. Jamoner

EDUCATIONAL BACKGROUND
Elementary : Cabawan Elementary School
Brgy. Cabawan, Maribojoc, Bohol
Secondary : Busao National High School
Busao, Maribojoc, Bohol
Tertiary : Bohol Island State University - MC
CPG North Ave., Tagbilaran City, Bohol
Course : Bachelor in Elementary Education

MOTTO: “Life goes on.”

 GEMIMA JOYCE GEGUINTO
“Mai”
PERSONAL DATA
Age : 21 years old
Date of Birth : March 25, 2002
Place of Birth : Cambuac Sur, Sikatuna, Bohol
Residence : Purok Sibuyas, Cambuac Sur,
Sikatuna, Bohol
Gender : Female
Religion : Worldwide Pentecostal Fellowship
Citizenship : Filipino
Father’s Name : Romy F. Geguinto
Mother’s Name : Preciana C. Geguinto

EDUCATIONAL BACKGROUND
Elementary : Cambuac Sur Elementary School
Brgy. Cambuac Sur, Sikatuna, Bohol
Secondary : Sikatun National High School
Poblacion 1, Sikatuna, Bohol
Tertiary : Bohol Island State University - MC
CPG North Ave., Tagbilaran City, Bohol
 Course : Bachelor in Elementary Education

MOTTO: “Life is short so make it sweet.”

DIANNE ROSE G. PACATANG

“Yan”
PERSONAL DATA
Age : 21 years old
Date of Birth : December 31, 2001
Place of Birth : Tagbilaran, City
Residence : Purok 5 Cabawan, Maribojoc, Bohol
Gender : Female
Religion : Roman Catholic
Citizenship : Filipino
Father’s Name : Delfin P. Pacatang
Mother’s Name : Rosita G. Pacatang

EDUCATIONAL BACKGROUND
Elementary : Cabawan Elementary School
Brgy. Cabawan, Maribojoc, Bohol
Secondary : Busao National High School
Busao, Maribojoc, Bohol
Tertiary : Bohol Island State University - MC
CPG North Ave., Tagbilaran City, Bohol
Course : Bachelor in Elementary Education
MOTTO: “This too shall pass.”

CHRISTINE JOY G. RACHO

“Joy”
PERSONAL DATA
Age : 21 years old
Date of Birth : October 10, 2001
Place of Birth : Badiang, Sikatuna, Bohol
Residence : Purok 3 Butong, Badiang, Sikatuna,
Bohol
Gender : Female
Religion : Roman Catholic
Citizenship : Filipino
Father’s Name : Gerardo S. Racho
Mother’s Name : Marilou G. Racho

EDUCATIONAL BACKGROUND
Elementary : Sikatuna Central Elementary School
Pob. 1, Sikatuna, Bohol
Secondary : Sikatuna National High School
Pob. 1, Sikatuna, Bohol
Tertiary : Bohol Island State University - MC
CPG North Ave., Tagbilaran City, Bohol
Course : Bachelor in Elementary Education
MOTTO: “Do your best and let God do the rest.”