Impact of Blended Learning on Grade 12 Academic Performance at Young Achiever School of Caloocan

This quantitative descriptive-correlational study investigated the impact of blended learning on Grade 12 students' academic performance at Young Achievers’ School of Caloocan, Inc. The study aimed to determine the respondents’ demographic profile, assess their perceptions of the impact of blended learning on academic performance, and examine whether a significant relationship exists between blended learning and academic performance. The respondents consisted of thirty (30) Grade 12 students selected through simple random sampling. Data was collected using a researchers-made questionnaire administered through Google Forms. Frequency and percentage were used to describe the respondents’ demographic profile; weighted mean was used to determine their perceptions of blended learning, and Pearson’s Product-Moment Correlation Coefficient (Pearson’s r) was used to determine the relationship between blended learning and academic performance. The findings revealed that most of the respondents were 17 years old (83.3%), male (56.7%), and represented different academic strands, with Home Economics (HE) having the highest representation. The overall perception of the impact of blended learning was Neutral (Weighted Mean = 3.30), indicating that students recognized both the advantages and challenges of blended learning. Students agreed that face-to-face instruction made difficult lessons easier to understand and acknowledged that blended learning positively affected their academic performance. However, they remained neutral regarding online participation, motivation, and the effects of internet connectivity and technical issues. The Pearson correlation analysis revealed a moderate positive correlation between blended learning and academic performance (r = 0.53, p = 0.003), indicating a statistically significant relationship between the two variables.

The study concludes that blended learning has a significant positive impact on the academic performance of Grade 12 students at Young Achievers’ School of Caloocan, Inc. The integration of face-to-face and online instruction provides a flexible and effective learning environment that supports students’ academic success. Improved technological support, engaging instructional strategies, and adequate learning resources can further enhance the implementation of blended learning.