Educational Support Systems and Its Impact on the Academic Performance of Grade Six Pupils in Blended Distance Learning Platform

Abstract

Aims: Determine the academic performance of the Grade 6 learners under the blended distance learning platforms considering the level of interest among pupils to pursue education through distance learning platforms, level of teachers and parent’s support to pupils, level of pupils’ compliance with the requirement; and find out the relationships between students’ interest and academic performance, teachers’ support and academic performance, and parents’ support and academic performance. Study Design: Quantitative research design specifically descriptive and correlational designs. Scope and Limitations of the Study: This study covered the search in Bansalan, Davao del Sur. The respondents were the grade six pupils, teachers, and parents employing a multistage sampling technique in determining the sample size of the study, and conducted from March to October      2022. Methodology: The study used the survey research design as the framework for the conduct of the study. Identified respondents of the study were the 215 students, 215 parents and 20 teachers. The sample size was determined by statistics through a sampling formula used that of Glenn D. Israel (1992) under the given population size and setting the margin of error (confidence interval) as +/-5%. Results: The study yielded a strong positive correlation between (a) pupil’s performance with pupils’ interest (b) pupil’s performance with teacher’s support (c) pupil’s performance with parent’s support.  Statistical analysis which yielded strong positive correlations at a p-value 0.000 level provides a robust conclusion interpreted as only once in a thousand cases that a non-correlation may occur. Conclusion: To sum up, the key points discussed the importance of the identified support systems as the independent variable of the study as it shows a significant impact to the dependent variable of the study, pupil’s academic performance, under the blended distance learning platforms. In addition, strong positive correlations were observed between various variables. These predictors, however, need further work to validate reliability.