Undergraduate theses
Bachelor of Secondary Education Major in Social Studies University of Rizal System Rodriguez, Rizal
year of 2024

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.

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.

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.