Blended Instruction Design for Swimming Education in a Countryside Setting
Keywords:
Blended Instruction, Swimming Education, Countryside SettingAbstract
This study assessed the effectiveness of blended instruction design for swimming education in a countryside setting for the S.Y. 2019-2020. This study employed a quantitative approach with the use of comparative research design. The independent variables of the study were flipped classroom design and the flex blended learning design while the dependent variables will be the result of the students’ performance in terms of their written and practicum test scores. This research design was used for gathering data and statistical findings in order to evaluate the effectiveness of flipped classroom design and the flex blended learning design for swimming education. The overall result of the study showed that Flipped Classroom instructional design is effective than Flex Blended instructional design for swimming education as it showed higher scores in Practicum and Written assessments than in Flex Blended instructional design. The internet connectivity, technology literacy, engagement to instructional design and pretest scores are the factors with a significant relationship to scores for written evaluation in flex blended instructional design except for reading materials/videos. However, the engagement of the students towards flex blended instructional design and pre-test scores have a significant relationship for practicum performance evaluation in flex blended instructional design. The average practicum and written posts-test scores for flipped design is significantly higher than the flex instructional design. Overall, the study concluded that flipped classroom is an effective blended instruction for swimming compared to flex blended.
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