Students' technological skills, perception, class participation, and performance in advanced statistics: Bases of an enhanced blended classroom learning package

Abstract

This study determined the technological skills, perception towards blended learning, class participation, and performance of thirty Master of Arts in Education students major in English, Social Studies, and Mathematics of Aklan State University enrolled during the Summer of SY 2016-2017. The results revealed that the graduate school students were proficient in using technology. They had advanced skills in basic computer operation and concepts, using Microsoft word, using e-mail and social networks, they also had proficient skills in using Microsoft excel and using the internet in general. However, the same students lack skills in using the SPSS program. Students' perceptions towards blended learning were positive. Convenience, reduce travel time and expenses, improve use of course content, access to web resources, and management of learning skills as independent learners were the students' perceived benefits in blended learning while slow internet connections, the need to exert more time and effort to meet overwhelming information and resources, and lower interaction with other students were the challenges they encountered in the blended learning environment. The graduate school students' class participation was high. They were prompt in submitting their reflections, online quizzes, and laboratory activities. However, participation in online discussion was low. This may be due to the slow internet connections. Students' performance in Advanced Statistics in pre-test was at the beginning level while their performance in post-test is at proficient level. The increase in the performance of the students in the pre-test and the post-test is statistically significant and supported the potential of the blended learning package in bringing positive and effective learning. The blended learning package was designed and developed using the ADDIE model based on the results in analysis stage on students' technological skills, prior knowledge about statistics as a result of pre-test, and experts' evaluation. The blended learning package was enhanced based on the results on students' perception towards blended learning, class participation, performance in post-test, and experts' evaluation. Experts' evaluations revealed that the initial and enhanced blended learning package was highly acceptable in terms of format and design, learning outcomes, contents, learning activities, assessment procedures, and relevance to the blended learning environment.