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Mar 18, 2023
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Abstract
The COVID-19 crisis brought worldwide changes in education resulting to employment of blended learning in schools. In this context, teachers hold classes in both online and traditional learning mode. This new landscape demands knowledge in terms of effectiveness of the widely advocated learner-centered method. Hence, with the participation of university students, the researchers conducted this quasi-experimental study. In addition, the study used inferential statistical treatments to determine the difference of participants’ performance. Results show that there is significant difference in the performance of the participants before and after exposure to learner-centered method in blended learning modality. Therefore, the researchers recommend the adoption of learner-centered method even in the new landscape of the academe now embracing the blended learning.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
RAMOS, A., Jugarap, K. M., Manalili, K. J., Calle, M. C., & Caruzca, J. M. (2023). Learner-Centered English Teaching in a Blended Learning Setting during COVID-19 Pandemic. International Journal of Multidisciplinary: Applied Business and Education Research, 4(3), 756-762. https://doi.org/10.11594/ijmaber.04.03.08
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Arevalo, F., Fumar, P. M., Jamin, A. M. ., Pequit, N. K. ., Suyman, D. J. ., & Edillor, D. M. . (2020). Teaching Strategies and Its Influence on Academic Perfor-mance of Grade 12 HUMSS Students. Ascendens Asia Singapore – Bestlink College of the Philip-pines. Journal of Multidisciplinary Research, 2(1), doi: https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/2478
Berry, T. (2008). Pre-Test Assessment. American Journal of Business Education (AJBE), 1(1), 19–22. doi: https://doi.org/10.19030/ajbe.v1i1.4633
Bloom, B. S., et al. (1994). Excerpts from the Taxonomy of educational objectives, the classification of edu-cational goals, handbook I: Cognitive domain. In L. W. Anderson & L. A. USA.
Bryman, A. (2015). Social Research Methods (5th ed.). Oxford University Press.UK
Bozkurt, A. and Sharma, R.C. (2020) Emergency Remote Teaching in a Time of Global Crisis Due to Corona-virus Pandemic. Asian Journal of Distance Educa-tion, 15, 1-6. http://asianjde.org/ojs/index.php/AsianJDE/article/download/447/297\
Hasan, M. M., Md Abdullah, A. Y., Ibrahim, F., Islam, M., & Islam, M. M. (2020). Effects of new media on Eng-lish language learning motivation at tertiary lev-el. Advances in Language and Literary Stud-ies, 11(5), 17-24. doi: https://doi.org/10.7575/aiac.alls.v.11n.5p.17
Harden, R. M. & J. Crosby (2000). The Good teacher is more than a lecturer – the twelve roles of the teacher. Medical Teacher 22(4), 334- 347. doi:
Isa, S.G., Mammam, M.A., and Bala, T. (2020). The Impact of Teaching Methods on Academic Performance of Secondary School Students in Nigeria. Interna-tional Journal of Development Research, 10(7), 37382-37385. doi: https://org/10.37118/ijdr.18223.07.2020
Jiao, S., & Liang, F. (2022). Sustainable development of high school English learners in China: Motivation and its impact on their English achieve-ment. Sustainability, 14(19), 12619. doi: https://doi.org/10.3390/su141912619
Joseph Meng-Chun Chin, Ching, G. S., Fides, d. C., Tzu-Hsing Wen, Yu-Chen, H., Clarence Darro, d. C., Tra-jera, S. M. (2022). Perspectives on the barriers to and needs of teachers’ professional development in the philippines during COVID-19. Sustainability, 14(1), 470. doi: https://doi.org/10.3390/su14010470
Marta, R. A., Boeve-de Pauw, J., Olsson, D., Peter, V. P., Parra, G., & Gericke, N. (2021). Promoting envi-ronmental citizenship in education: The potential of the sustainability consciousness questionnaire to measure impact of interven-tions. Sustainability, 13(20), 11420. doi: https://doi.org/10.3390/su132011420
Olagbaju, O. O. (2021). Influence of language anxiety and prior knowledge on ESL students’ achievement in expository essay in Ibadan North LGA, Nige-ria. Education Research International, 2021 doi: https://doi.org/10.1155/2021/9953303
Olkishoo, R. S., Francis, M. G., Khayeka-Wandabwa, C., Methody, F. O., Wamalwa, S., Marinda, P. A., & Xu, T. (2019). Preschool teachers in bottom-top cur-riculum change-invigoration and implementa-tion. Educational Process: International Jour-nal, 8(4), 222-232. doi: https://doi.org/10.22521/edupij.2019.84.2
Ramos, A., & Baldespiñosa, M. (2021). Bridging between Beliefs and Needs of Language Teachers in Philip-pines: Personal Qualities, Strategies, and Frame-work during COVID-19 Pandemic. REiLA: Journal of Research and Innovation in Language, 3(3), 194-209. https://doi.org/10.31849/reila.v3i3.7401
Schreiber, L. M., & Valle, B. E. (2013). Social Constructiv-ist Teaching Strategies in the Small Group Class-room. Small Group Research, 44(4), 395–411. doi: https://doi.org/10.1177/1046496413488422
Stratton, S. J. (2019). Quasi-Experimental Design (Pre-Test and Post-Test Studies) in Prehospital and Disaster Research. Prehospital and Disaster Medi-cine, 34(6), 573-574. doi: https://doi.org/10.1017/s1049023x19005053
Siddiqui, S., Naureen, N. S., & Martin, T. (2020). Blended learning source of satisfaction of psychological needs: An empirical study conducted on O-levels chemistry students in metropolis city of pakistan. [Blended learning program in chemistry] Asian As-sociation of Open Universities Journal, 15(1), 49-67. doi: https://doi.org/10.1108/AAOUJ-11-2019-0054
Suh, W., & Ahn, S. (2022). Utilizing the metaverse for learner-centered constructivist education in the post-pandemic era: An analysis of elementary school students. Journal of Intelligence, 10(1), 17. doi: https://doi.org/10.3390/jintelligence10010017
Tupas, F., Laguda, M. (2020). Blended Learning – An Approach in Philippine Basic Education Curricu-lum in New Normal: A Review of Current Litera-ture. Universal Journal of Educational Research, 8(11), 5505 - 5512. doi: https://10.13189/ujer.2020.081154
Yan, H., & Li, Y. (2021). A blended grammar learning system featuring unsupervised pattern discov-ery. International Journal of Emerging Technologies in Learning (Online), 16(16), 21-34. doi: https://doi.org/10.3991/ijet.v16i16.21857
Zhou, X., Chen, L., & Chin-Ling, C. (2019). Collaborative learning by teaching: A pedagogy between learn-er-centered and learner-driven. Sustainability, 11(4), 1174-1178. doi: https://doi.org/10.3390/su11041174