Blended Learning and Academic Performance of Senior High School Students in Arellano University- Andres Bonifacio Campus, Pasig City

Abstract

This study examined the perceptions of blended learning and its relationship to the academic performance of senior high school students at Arellano University, Pasig City, during the School Year 2024–2025. The respondents were 221 Grade 12 students under the Accountancy and Business Management (ABM) strand in the first semester. Using a quantitative-descriptive design and a researcher-developed questionnaire, the study aimed to assess the effectiveness of blended learning in enhancing student performance.

Findings revealed diverse demographic profiles, including monthly family income, parents’ educational attainment, and employment status. Most respondents were female (75.57%) and male (24.43%), and came from varied socioeconomic backgrounds. Overall, students expressed positive perceptions of blended learning across dimensions such as acceptance, satisfaction, engagement, flexibility, collaboration, and technological competence. Mean ratings indicated that blended learning was generally well-received and considered effective. Academic performance results showed that a majority achieved outstanding grades of 63.80%, while 30.32% performed very satisfactorily, suggesting that blended learning may have contributed to high achievement levels. Significant differences in perception were observed based on family income, and parents’ educational attainment, though not on employment status. Similarly, differences in academic performance were linked to family income, employment status, and educational attainment.

A significant positive correlation was found between students’ perceptions of blended learning and their academic performance, underscoring its potential benefits. Based on these insights, the study proposed an enhanced program to support teachers and learners in sustaining effective blended learning practices.