Satisfaction and Academic Achievement in Blended Learning Modality: Insights from CoViD-19 Era
Authors: - Lia Jean Dolono Castro 
Published: January 2025

This study sought to determine the level of satisfaction in blended learning modalities based on student engagement, content and educational materials, technology, feedback, evaluation, and flexibility; the relationship between the level of satisfaction in blended learning modalities and academic achievement of the Criminology Students; and the significant difference between the student’s satisfaction and academic achievement in blended learning modalities during the period of CoViD-19 when they are grouped according to their demographic profile. It was conducted in Don Carlos Polytechnic College, located at Purok 2, Norte, Don Carlos, Bukidnon. The respondents were the bona fide first-year students of Don Carlos Polytechnic College, enrolled in Bachelor of Science in Criminology program for the Academic Year 2021-2022. It used a self-made research questionnaire. The data were treated with the descriptive statistics such as frequency count, percentage, mean, standard deviation; Pearson r Product Moment Correlation Coefficient; and ANOVA or Analysis of Variance.
The study found that most of the respondents are under 20 years old, with family incomes ranging from ₱1,000.00 to ₱5,000.00 per month. The majority of respondents are female, single, and have earned final average grades of 1.50–1.75 in the previous semester in the GE 102 course. Overall, the students expressed a high level of satisfaction with the blended learning modality, particularly in areas such as student engagement, educational materials, technology, feedback, and flexibility. The study also showed a strong connection between the students' satisfaction with blended learning and their academic performance, indicating that satisfaction contributed to improvements in their academic achievement. As a result, the first null hypothesis was rejected. Furthermore, when the students were grouped by age, a significant difference in their satisfaction levels was observed. The same was true when looking at the relationship between students' academic achievement and satisfaction based on their demographic profile, leading to the rejection of the second null hypothesis.
The study recommends that students actively engage in understanding the factors affecting their learning in blended environments, seeking support for technology access, time management, and communication with teachers. Schools should use the findings to improve their strategies, ensuring resources like devices and internet access, and providing teacher training. Teachers are advised to adopt flexible methods, check in on student progress, and offer personalized feedback. Local government units (LGUs) should invest in technology and infrastructure, collaborate with schools for training, and ensure students, particularly in rural areas, have the necessary tools. Parents should create a supportive study environment, manage time, and stay informed about blended learning. NGOs should advocate for better educational policies and resource distribution, particularly in underserved areas. Future researchers should explore the long-term effects of blended learning, considering factors like age, income, and the role of teachers and community support in student success.