Effects of learning delivery modality to the academic performance of the social studies students of University of Rizal System Rodriguez Campus/ (Record no. 82078)
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| 000 -LEADER | |
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| fixed length control field | 03125nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | URS |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250908113033.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250211b |||||||| |||| 00| 0 eng d |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LG 221.R59 |
| Item number | .Ef366 2024 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Francisco, Angelica Shane B. |
| Relator term | Researcher |
| 245 10 - TITLE STATEMENT | |
| Title | <a href="Effects of learning delivery modality to the academic performance of the social studies students of University of Rizal System Rodriguez Campus/">Effects of learning delivery modality to the academic performance of the social studies students of University of Rizal System Rodriguez Campus/</a> |
| Statement of responsibility, etc | Angelica Shane B. Francisco, Thomas Dylan V. Nisperos, Angel Love P. Paderes [and] Joseph Jr T. Yrreverre |
| 260 #1 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc | 2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xii, 87 leaves; |
| Other physical details | illustrations, |
| Dimensions | 28cm. |
| 336 ## - CONTENT TYPE | |
| Source | rdacontent |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Source | rdamedia |
| Media type term | unmediated |
| 338 ## - CARRIER TYPE | |
| Source | rdacarrier |
| Carrier type term | volume |
| 502 ## - DISSERTATION NOTE | |
| Dissertation note | Undergraduate theses<br/> |
| Degree type | Bachelor of Secondary Education Major in Social Studies |
| Name of granting institution | University of Rizal System Rodriguez, Rizal <br/> |
| Year degree granted | year of 2024 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | This study examines the effects of learning delivery modalities on social studies students, employing a Quantitative- Qualitative approach to provide a comprehensive analysis. The research concludes that social studies students, who are predominantly female and from low-income backgrounds, require customized educational support systems to overcome economic barriers. It highlights a preference for face-to-face learning due to its superior capacity for enhancing comprehension and engagement, while blended learning is perceived as moderately effective but presents challenges in achieving balance. Online leaming is recognized for its cost-efficiency, yet it depends on the availability of reliable technology.<br/><br/>The study emphasizes the need for educational institutions to provide strong support and flexible leaming environments to address the distinct challenges associated with each learning modality-financial and environmental factors in face-to-face settings, communication and time management in blended formats, and technical issues in online scenarios to improve academic outcomes for social studies students.<br/><br/>The study reveals that face-to-face leaming significantly improves students' understanding of course material, offering an interactive and engaging educational experience. Blended learning, while moderately effective, poses unique challenges in integrating various leaming tools and maintaining a balance between online and in-person activities. Online classes, valued for their convenience and cost-effectiveness, highlight the importance of reliable technology for effective learning. The findings indicate that while each modality has its advantages, their effectiveness is influenced by specific factors such as interaction, technological infrastructure, and the ability to seamlessly integrate modalities. This research contributes to the ongoing discussion on educational methodologies and their implications for academic performance in the digital ago. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Source of heading or term | effects of learning delivery modalities on social studies students, |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Thomas Dylan V. Nisperos, Angel Love P. Paderes [and] Joseph Jr T. Yrreverre |
| Relator term | Researchers |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Atienza, Elwood Atienza |
| Relator term | Adviser |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Theses and dissertations |
| Withdrawn status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Copy number | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Not For Loan | Rodriguez College Library | Rodriguez College Library | Undergraduate Theses | 02/11/2025 | LG 221.R59 .Ef366 2024 | URSROD-UGT-SS-0869 | 02/11/2025 | 1 | 02/11/2025 | Theses and dissertations |