Developing Research Competence Through Localized Blended Learning Strategies

Blended Learning is one of the modes of learning that is used to address the learning gap present in today’s learning modality. This study used this concept and developed a more contextual approach to blended learning which is the Localized Blended Learning Strategies. This study aimed to develop the research competence of Grade 11 learners of Pres. Carlos P. Garcia Technical Vocational School of Fisheries and Arts through testing the effectiveness of Localized Blended Learning Strategies that would cater to the limited face-to-face learning, online learning, and modular learning for the School Year 2021-2022. This study utilized the pre-experimental design wherein a teacher-made pretest and posttest was administered to the selected participants before and after the experimental period. The study also utilized the qualitative design to know the participants’ thoughts on the intervention. In choosing the participants, the researchers used purposive sampling wherein the researchers chose the participants among the Grade 11-STEM students. To determine the participants’ research competence before and after the intervention, solving for the mean and percentage were used. To determine if there is an improvement of the participants’ research competence, mean and mean difference was used. The result revealed that the mean score of the respondents has increased by 44.33 after the implementation of the intervention. From this result, the researchers gleaned that Localized Blended Learning Strategies which incorporated limited face-to-face classes, social media integration and Circle of Knowledge, has improved the participant’s research competence. The researchers recommended that class advisers and school administration should adopt this learning intervention because this applies not only to Practical Research subjects but to other subject areas. Furthermore, a school-based training on the use of Localized Blended Learning should be conducted to bridge the learning gap in Practical Research.