Open AccessThe use of elearning tools in blended learning approach on students’ engagement and performance
Author(s) -
R Etom,
O Pabatang,
Kmm Dapanas,
R Consolacion,
JM Iniego,
AM Jumao-as,
AM Pabua,
KC Tee
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1835/1/012075
Subject(s) - blended learning , flexibility (engineering) , computer science , mathematics education , process (computing) , educational technology , online learning , perception , multimedia , knowledge management , psychology , mathematics , statistics , neuroscience , operating system
Industry 4.0 offers new opportunities in teaching and learning with the emergence of new ideas and technology. Face-to-face instruction becomes an obsolete method and does not cater to the needs of millennial learners. Distance learning is not widely adopted by schools in third world countries. Thus, school policies, facilities, and teacher is not yet ready to adapt full online learning instruction. However, Blended learning mediates the transition of face-to-face and online learning approach. This study examines the 180 senior high school students in Science, Technology, Engineering and Mathematics Strand on their perception on the use of eLearning tools and the impact of blended learning on their learning process. This study used the descriptive correlational design using a questionnaire in gathering data. Results show that respondents preferred the blended learning approach for its flexibility in accessing content online and highly adept in using digital devices. The use of eLearning tools is highly engaging and efficient; however, blended learning model has a moderate impact on students’ performance in doing activities online.