Blended Learning Modality in Teaching Statistics in a Graduate Program of a State University in the Philippines
Abstract
Graduate students commonly experience apprehension towards statistics courses, leading to lower achievement and negative perceptions of the subject. This mixed-methods research study aimed to explore the effects of blended learning on graduate students' achievement and perception of statistics in the Master of Arts in Education program. Blended learning combines online and face-to-face learning modalities. The study included 67 participants who completed tests for parametric and non-parametric statistics and 12 who underwent interviews. Results showed that students showed mastery of specific statistical topics, particularly correlation and regression tests and tests of difference with paired and independent samples. The students attributed their success to blended learning, which promotes flexibility, ease of learning statistics, independent learning, and motivation. Regardless of the field of specialization, students' scores in statistics were similar. However, challenges such as internet connection, software use, and technicalities of concepts and software like SPSS were reported. This study suggests that blended learning is beneficial for improving graduate students' achievement and perception of statistics and that proper support and guidance are needed to address the challenges of this learning modality.
References
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Bhowmik, J., Meyer, D., & Phillips, B. (2019). Using Blended Learning in Postgraduate Applied Statistics Programs. Turkish Online Journal of Distance Education, 20(2), 64–77. https://doi.org/10.17718/tojde.557739
Carey, M. D., & Dunn, P. K. (2018). Facilitating Language-Focused Cooperative Learning in Introductory Statistics Classrooms: A Case Study. Statistics Education Research Journal, 17(2), 30–50. https://doi.org/10.52041/serj.v17i2.157
Chandra, V., & Fisher, D. L. (2009). Students’ Perceptions of a Blended Web-Based Learning Environment. Learning Environments Research, 12(1), 31–44. https://doi.org/10.1007/s10984-008-9051-6
Cherney, I. D. (2003). The use of Technology in Psychology: Examples from Introductory Psychology and Statistics Class. in C. Spirou (Ed.) Technology in Teaching and Learning in Higher Education, pp. 31–35.
Creswell, J. & Plano Clark, V. (2018). Designing and Conducting Mixed Methods Research (Third). SAGE Publications, Inc.
Dela Torre, J. (2013). Variances on Students’ Blended Learning Perception According to Learning Style Preferences. Journal of Education and Practice, 4(20), 160–168. http://iiste.org/Journals/index.php/JEP/article/view/7914
Deng, C., Peng, J., & Li, S. F. (2022). Research on the State of Blended Learning Among College Students – A Mixed-Method Approach. Frontiers in Psychology, 13(December). https://doi.org/10.3389/fpsyg.2022.1054137
DeVaney, T. A. (2010). Anxiety and Attitude of Graduate Students in On-Campus vs. Online Statistics Courses. Journal of Statistics Education, 18(1), 1–15. https://doi.org/10.1080/10691898.2010.11889472
EL-Deghaidy, H., & Nouby, A. (2008). Effectiveness of a Blended e-Learning Cooperative Approach in an Egyptian Teacher Education Program. Computers and Education, 51(3), 988–1006. https://doi.org/10.1016/j.compedu.2007.10.001
Fazal, M., & Bryant, M. (2019). Blended Learning in Middle School Math: The Question of Effectiveness. Journal of Online Learning Research, 5(1), 49–64.
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Gulc, E. (2006). Using Blended Learning to Accommodate Different Learning Styles. Hospitality, Leisure, Sport & Tourism Subject Centre Newsletter (LINK), September 1–5. http://escalate.ac.uk/2916
Hadjerrouit, S. (2008). Towards a Blended Learning Model for Teaching and Learning Computer Programming: A Case Study. Informatics in Education, 7(2), 181–210. https://doi.org/10.15388/infedu.2008.12
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring Student Engagement in Technology-Mediated Learning: A Review. Computers and Education, 90, 36–53. https://doi.org/10.1016/j.compedu.2015.09.005
Hughes, G. (2007). Using Blended Learning Increases Learner Support and Improves Retention. Teaching in Higher Education, 12(3), 349–363. https://doi.org/10.1080/13562510701278690
Ilomäki, L. (2008). The Effects of ICT on School :Teachers’ and Students’ Perspectives.
Jeffrey, L., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended Learning: How Teachers Balance the Blend of Online and Classroom Components. Journal of Information Technology Education: Research, pp. 13, 121–140. https://doi.org/10.28945/1968
Kaplan, J., & Rogness, N. (2018). Increasing Statistical Literacy by Exploiting Lexical Ambiguity of Technical Terms. Numeracy, 11(1). https://doi.org/10.5038/1936-4660.11.1.3
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction does not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Kiviniemi, M. T. (2014). Effects of a Blended Learning Approach on Student Outcomes in a Graduate-Level Public Health Course. BMC Medical Education, 14(1), 1–7. https://doi.org/10.1186/1472-6920-14-47
Lawshe, C. H. (1975). A Quantitative Approach to Content Validity. Personnel Psychology. Personnel Psychology, pp. 28, 563–575.
Liu, Y., & Wang, S. (2022). The Influence of Students’ Ability on the Continuous Intention of Blended Learning. SN Social Sciences, 2(10), 1–22. https://doi.org/10.1007/s43545-022-00499-1
Ma, L., & Lee, C. S. (2021). Evaluating the Effectiveness of Blended Learning using the ARCS Model. Journal of Computer Assisted Learning, 37(5), 1397–1408. https://doi.org/10.1111/jcal.12579
Macher, D., Paechter, M., Papousek, I., Ruggeri, K., Freudenthaler, H. H., & Arendasy, M. (2013). Statistics Anxiety, State Anxiety During an Examination, and Academic Achievement. British Journal of Educational Psychology, 83(4), 535–549. https://doi.org/10.1111/j.2044-8279.2012.02081.x
Mahpudin, Dardiri, A., & Siswoyo, D. (2022). The Effect of Blended Learning Model with Metacognitive Strategy on Mathematics Ability and Self-Regulated Learning of Elementary School Students. Journal of Positive School Psychology, 2022(6), 3822–3830. http://journalppw.com
McGuinness, C., & Fulton, C. (2019). Digital Literacy in Higher Education: A Case Study of Student Engagement with e-Tutorials Using Blended Learning. Journal of Information Technology Education: Innovations in Practice, pp. 18, 1–28. https://doi.org/10.28945/4190
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record, 115, 1–47.
Melton, B. F., Bland, H., & Chopak-Foss, J. (2009). Achievement and Satisfaction in Blended Learning Versus Traditional General Health Course Designs. International Journal for the Scholarship of Teaching and Learning, 3(1). https://doi.org/10.20429/ijsotl.2009.030126
Morris, N. P. (2010). Blended Learning Approaches Enhance Student Academic Performance. Enhancing Learning Experiences in Higher Education: International Conference. https://www.cetl.hku.hk/conference2010/pdf/Morris.pdf
Onwuegbuzie, A. J., & Daley, C. E. (1999). Perfectionism and Statistics Anxiety. Personality and Individual Differences, 26(6), 1089–1102. https://doi.org/10.1016/S0191-8869(98)00214-1
Poirier, M., Law, J. M., & Veispak, A. (2019). A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education. International Journal of Mobile and Blended Learning, 11(4), 1–14. https://doi.org/10.4018/ijmbl.2019100101
Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of International Students to Blended Learning. Computers and Education, 122, 92–103. https://doi.org/10.1016/j.compedu.2018.03.016
Ramirez, C., Schau, C., & Emmioǧlu, E. (2012). The Importance of Attitudes in Statistics Education. Statistics Education Research Journal, 11(2), 57–71. https://doi.org/10.52041/serj.v11i2.329
Safford, K., & Stinton, J. (2016). Barriers to Blended Digital Distance Vocational Learning for Non-Traditional Students. British Journal of Educational Technology, 47(1), 135–150. https://doi.org/10.1111/bjet.12222
Salim, H., Lee, P. Y., Ghazali, S. S., Ching, S. M., Ali, H., Shamsuddin, N. H., Mawardi, M., Kassim, P. S. J., & Dzulkarnain, D. H. A. (2018). Perceptions Toward a Pilot Project on Blended Learning in Malaysian Family Medicine Postgraduate Training: A Qualitative Study. BMC Medical Education, 18(1), 1–10. https://doi.org/10.1186/s12909-018-1315-y
Schwab-McCoy, A. (2019). The State of Statistics Education Research in Client Disciplines: Themes and Trends Across the University. Journal of Statistics Education, 27(3), 253–264. https://doi.org/10.1080/10691898.2019.1687369
Setiawan, A. A., Muhtadi, A., & Hukom, J. (2022). Blended Learning and Student Mathematics Ability in Indonesia: A Meta-Analysis Study. International Journal of Instruction, 15(2), 905–916. https://doi.org/10.29333/iji.2022.15249a
Tishkovskaya, S., & Lancaster, G. A. (2012). Statistical Education in the 21st Century: A Review of Challenges, Teaching Innovations and Strategies for Reform. Journal of Statistics Education, 20(2). https://doi.org/10.1080/10691898.2012.11889641
Topping, K., Douglas, W., & Robertson, D. (2020). The Effectiveness of Online and Blended Learning from Schools: A Scoping Review. Uniwersytet Śląski, 343–354. https://discovery.dundee.ac.uk/en/publications/the-effectiveness-of-online-and-blended-learning-from-schools-a-s
Ulfa, M., & Puspaningtyas, N. D. (2020). The Effectiveness of Blended Learning Using a Learning System in the Network (SPADA) in the Understanding the Mathematical Concepts. Matematika Dan Pembelajaran, 8(1), 47–60. https://core.ac.uk/download/pdf/327234460.pdf
Ursachi, G., Horodnic, I. A., & Zait, A. (2015). How Reliable are Measurement Scales? External Factors with Indirect Influence on Reliability Estimators. Procedia Economics and Finance, 20, 679–686. https://doi.org/10.1016/S2212-5671(15)00123-9
Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended Learning Positively Affects Students’ Satisfaction and the Role of the Tutor in the Problem-Based Learning Process: Results of a Mixed-Method Evaluation. Advances in Health Sciences Education, 14(5), 725–738. https://doi.org/10.1007/s10459-009-9154-6
Yu, Z. (2021). A Meta-Analysis of Effects of Blended Learning on Performance, Attitude, Achievement, and Engagement in Different Countries. Research Square, 1–23. https://doi.org/10.21203/rs.3.rs-536691/v1
Yusoff, S., Yusoff, R., & Md Noh, N. H. (2017). Blended Learning Approach for Less Proficient Students. SAGE Open, 7(3), 1–8. https://doi.org/10.1177/2158244017723051
Alshwiah, A. A. S. (2009). The Effects of a Blended Learning Strategy in Teaching Vocabulary on Premedical Students' Achievement, Satisfaction and Attitude Towards English Language. https://files.eric.ed.gov/fulltext/ed506107.pdf.
Ashraf, M. A., Tsegay, S. M., & Meijia, Y. (2021). Blended Learning for Diverse Classrooms: Qualitative Experimental Study With in-Service Teachers. SAGE Open, 11(3). https://doi.org/10.1177/21582440211030623
Baglin, J., Hart, C., & Stow, S. (2017). The Statistical Knowledge Gap in Higher Degree by Research Students: the Supervisors’ Perspective. Higher Education Research and Development, 36(5), 875–889. https://doi.org/10.1080/07294360.2016.1264373
Bhowmik, J., Meyer, D., & Phillips, B. (2019). Using Blended Learning in Postgraduate Applied Statistics Programs. Turkish Online Journal of Distance Education, 20(2), 64–77. https://doi.org/10.17718/tojde.557739
Carey, M. D., & Dunn, P. K. (2018). Facilitating Language-Focused Cooperative Learning in Introductory Statistics Classrooms: A Case Study. Statistics Education Research Journal, 17(2), 30–50. https://doi.org/10.52041/serj.v17i2.157
Chandra, V., & Fisher, D. L. (2009). Students’ Perceptions of a Blended Web-Based Learning Environment. Learning Environments Research, 12(1), 31–44. https://doi.org/10.1007/s10984-008-9051-6
Cherney, I. D. (2003). The use of Technology in Psychology: Examples from Introductory Psychology and Statistics Class. in C. Spirou (Ed.) Technology in Teaching and Learning in Higher Education, pp. 31–35.
Creswell, J. & Plano Clark, V. (2018). Designing and Conducting Mixed Methods Research (Third). SAGE Publications, Inc.
Dela Torre, J. (2013). Variances on Students’ Blended Learning Perception According to Learning Style Preferences. Journal of Education and Practice, 4(20), 160–168. http://iiste.org/Journals/index.php/JEP/article/view/7914
Deng, C., Peng, J., & Li, S. F. (2022). Research on the State of Blended Learning Among College Students – A Mixed-Method Approach. Frontiers in Psychology, 13(December). https://doi.org/10.3389/fpsyg.2022.1054137
DeVaney, T. A. (2010). Anxiety and Attitude of Graduate Students in On-Campus vs. Online Statistics Courses. Journal of Statistics Education, 18(1), 1–15. https://doi.org/10.1080/10691898.2010.11889472
EL-Deghaidy, H., & Nouby, A. (2008). Effectiveness of a Blended e-Learning Cooperative Approach in an Egyptian Teacher Education Program. Computers and Education, 51(3), 988–1006. https://doi.org/10.1016/j.compedu.2007.10.001
Fazal, M., & Bryant, M. (2019). Blended Learning in Middle School Math: The Question of Effectiveness. Journal of Online Learning Research, 5(1), 49–64.
Graham, C. R. (2006). Blended Learning System: Definition, Current Trends, and Future Directions. Handbook of Blended Learning. https://www.academia.edu/563281/Blended_learning_systems_Definition_current_trends_and_future_directions
Gulc, E. (2006). Using Blended Learning to Accommodate Different Learning Styles. Hospitality, Leisure, Sport & Tourism Subject Centre Newsletter (LINK), September 1–5. http://escalate.ac.uk/2916
Hadjerrouit, S. (2008). Towards a Blended Learning Model for Teaching and Learning Computer Programming: A Case Study. Informatics in Education, 7(2), 181–210. https://doi.org/10.15388/infedu.2008.12
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring Student Engagement in Technology-Mediated Learning: A Review. Computers and Education, 90, 36–53. https://doi.org/10.1016/j.compedu.2015.09.005
Hughes, G. (2007). Using Blended Learning Increases Learner Support and Improves Retention. Teaching in Higher Education, 12(3), 349–363. https://doi.org/10.1080/13562510701278690
Ilomäki, L. (2008). The Effects of ICT on School :Teachers’ and Students’ Perspectives.
Jeffrey, L., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended Learning: How Teachers Balance the Blend of Online and Classroom Components. Journal of Information Technology Education: Research, pp. 13, 121–140. https://doi.org/10.28945/1968
Kaplan, J., & Rogness, N. (2018). Increasing Statistical Literacy by Exploiting Lexical Ambiguity of Technical Terms. Numeracy, 11(1). https://doi.org/10.5038/1936-4660.11.1.3
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction does not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Kiviniemi, M. T. (2014). Effects of a Blended Learning Approach on Student Outcomes in a Graduate-Level Public Health Course. BMC Medical Education, 14(1), 1–7. https://doi.org/10.1186/1472-6920-14-47
Lawshe, C. H. (1975). A Quantitative Approach to Content Validity. Personnel Psychology. Personnel Psychology, pp. 28, 563–575.
Liu, Y., & Wang, S. (2022). The Influence of Students’ Ability on the Continuous Intention of Blended Learning. SN Social Sciences, 2(10), 1–22. https://doi.org/10.1007/s43545-022-00499-1
Ma, L., & Lee, C. S. (2021). Evaluating the Effectiveness of Blended Learning using the ARCS Model. Journal of Computer Assisted Learning, 37(5), 1397–1408. https://doi.org/10.1111/jcal.12579
Macher, D., Paechter, M., Papousek, I., Ruggeri, K., Freudenthaler, H. H., & Arendasy, M. (2013). Statistics Anxiety, State Anxiety During an Examination, and Academic Achievement. British Journal of Educational Psychology, 83(4), 535–549. https://doi.org/10.1111/j.2044-8279.2012.02081.x
Mahpudin, Dardiri, A., & Siswoyo, D. (2022). The Effect of Blended Learning Model with Metacognitive Strategy on Mathematics Ability and Self-Regulated Learning of Elementary School Students. Journal of Positive School Psychology, 2022(6), 3822–3830. http://journalppw.com
McGuinness, C., & Fulton, C. (2019). Digital Literacy in Higher Education: A Case Study of Student Engagement with e-Tutorials Using Blended Learning. Journal of Information Technology Education: Innovations in Practice, pp. 18, 1–28. https://doi.org/10.28945/4190
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record, 115, 1–47.
Melton, B. F., Bland, H., & Chopak-Foss, J. (2009). Achievement and Satisfaction in Blended Learning Versus Traditional General Health Course Designs. International Journal for the Scholarship of Teaching and Learning, 3(1). https://doi.org/10.20429/ijsotl.2009.030126
Morris, N. P. (2010). Blended Learning Approaches Enhance Student Academic Performance. Enhancing Learning Experiences in Higher Education: International Conference. https://www.cetl.hku.hk/conference2010/pdf/Morris.pdf
Onwuegbuzie, A. J., & Daley, C. E. (1999). Perfectionism and Statistics Anxiety. Personality and Individual Differences, 26(6), 1089–1102. https://doi.org/10.1016/S0191-8869(98)00214-1
Poirier, M., Law, J. M., & Veispak, A. (2019). A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education. International Journal of Mobile and Blended Learning, 11(4), 1–14. https://doi.org/10.4018/ijmbl.2019100101
Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of International Students to Blended Learning. Computers and Education, 122, 92–103. https://doi.org/10.1016/j.compedu.2018.03.016
Ramirez, C., Schau, C., & Emmioǧlu, E. (2012). The Importance of Attitudes in Statistics Education. Statistics Education Research Journal, 11(2), 57–71. https://doi.org/10.52041/serj.v11i2.329
Safford, K., & Stinton, J. (2016). Barriers to Blended Digital Distance Vocational Learning for Non-Traditional Students. British Journal of Educational Technology, 47(1), 135–150. https://doi.org/10.1111/bjet.12222
Salim, H., Lee, P. Y., Ghazali, S. S., Ching, S. M., Ali, H., Shamsuddin, N. H., Mawardi, M., Kassim, P. S. J., & Dzulkarnain, D. H. A. (2018). Perceptions Toward a Pilot Project on Blended Learning in Malaysian Family Medicine Postgraduate Training: A Qualitative Study. BMC Medical Education, 18(1), 1–10. https://doi.org/10.1186/s12909-018-1315-y
Schwab-McCoy, A. (2019). The State of Statistics Education Research in Client Disciplines: Themes and Trends Across the University. Journal of Statistics Education, 27(3), 253–264. https://doi.org/10.1080/10691898.2019.1687369
Setiawan, A. A., Muhtadi, A., & Hukom, J. (2022). Blended Learning and Student Mathematics Ability in Indonesia: A Meta-Analysis Study. International Journal of Instruction, 15(2), 905–916. https://doi.org/10.29333/iji.2022.15249a
Tishkovskaya, S., & Lancaster, G. A. (2012). Statistical Education in the 21st Century: A Review of Challenges, Teaching Innovations and Strategies for Reform. Journal of Statistics Education, 20(2). https://doi.org/10.1080/10691898.2012.11889641
Topping, K., Douglas, W., & Robertson, D. (2020). The Effectiveness of Online and Blended Learning from Schools: A Scoping Review. Uniwersytet Śląski, 343–354. https://discovery.dundee.ac.uk/en/publications/the-effectiveness-of-online-and-blended-learning-from-schools-a-s
Ulfa, M., & Puspaningtyas, N. D. (2020). The Effectiveness of Blended Learning Using a Learning System in the Network (SPADA) in the Understanding the Mathematical Concepts. Matematika Dan Pembelajaran, 8(1), 47–60. https://core.ac.uk/download/pdf/327234460.pdf
Ursachi, G., Horodnic, I. A., & Zait, A. (2015). How Reliable are Measurement Scales? External Factors with Indirect Influence on Reliability Estimators. Procedia Economics and Finance, 20, 679–686. https://doi.org/10.1016/S2212-5671(15)00123-9
Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended Learning Positively Affects Students’ Satisfaction and the Role of the Tutor in the Problem-Based Learning Process: Results of a Mixed-Method Evaluation. Advances in Health Sciences Education, 14(5), 725–738. https://doi.org/10.1007/s10459-009-9154-6
Yu, Z. (2021). A Meta-Analysis of Effects of Blended Learning on Performance, Attitude, Achievement, and Engagement in Different Countries. Research Square, 1–23. https://doi.org/10.21203/rs.3.rs-536691/v1
Yusoff, S., Yusoff, R., & Md Noh, N. H. (2017). Blended Learning Approach for Less Proficient Students. SAGE Open, 7(3), 1–8. https://doi.org/10.1177/2158244017723051
Published
2023-05-30
How to Cite
MALONISIO, Manuel Ortiz.
Blended Learning Modality in Teaching Statistics in a Graduate Program of a State University in the Philippines.
Jurnal Ilmiah Peuradeun, [S.l.], v. 11, n. 2, p. 403-424, may 2023.
ISSN 2443-2067.
Available at: <http://journal.scadindependent.org/index.php/jipeuradeun/article/view/889>. Date accessed: 22 sep. 2023.
doi: https://doi.org/10.26811/peuradeun.v11i2.889.
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Articles
URN
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