CIPP Lens on Blended Teaching Modality: An Evaluation of Implementation and Impact

Abstract

This study evaluated the effectiveness of the blended teaching modality (BTM) using the Context, Input, Process, and Product (CIPP) Evaluation Model as a framework for assessing its alignment with institutional goals, adequacy of instructional resources, implementation processes, and contribution to students’ learning outcomes. The study employed a descriptive research design with 170 first-year students enrolled in Purposive Communication from a Local College in Bohol, school year 2025-2026. Participants were selected using purposive stratified sampling, wherein four sections practicing blended learning served as strata to ensure proportional representation. Data were collected using an adopted closed-ended Likert-type questionnaire based on the CIPP evaluation framework and the data were analyzed using weighted mean and standard deviation. In the context evaluation, students generally perceived blended teaching as aligned with learning objectives, curriculum design, and their learning needs, and expressed high levels of satisfaction with the modality. However, technological infrastructure, particularly network reliability and access to digital resources, emerged as a major challenge. In the input evaluation, instructors were perceived to possess strong pedagogical competence and the ability to facilitate meaningful learning despite limited institutional resources. Nevertheless, concerns were raised regarding insufficient technological tools, inadequate training and orientation, and limited institutional support for innovation. The process evaluation indicated that instructors were effective in maintaining classroom interaction and managing blended instruction; however, weaknesses were observed in the limited use of diverse instructional strategies, insufficient feedback mechanisms, and minimal integration of advanced digital tools. The product evaluation showed that blended teaching positively contributed to students’ learning outcomes, including improvements in critical thinking, self-directed learning, practical skills, academic performance, and digital literacy. Despite these benefits, students expressed reservations about the long-term sustainability and value of the modality due to technology-related constraints and inconsistent institutional support. Overall, the study concludes that while blended teaching modality demonstrates pedagogical effectiveness and positive learning outcomes, strengthening technological infrastructure, enhancing institutional support systems, and improving instructional design and feedback mechanisms are essential to ensure its sustainability and maximize its educational potential.