Rotational Blended Learning (Rbl): Its Impact on Student’s Academic Performance and Mental State

Abstract

The COVID-19 pandemic has affected people’s lives all across the world. The education sector is one of the areas of our society that has been most affected by the global pandemic caused by the novel coronavirus SARS-CoV-2. Due to the pandemic and to avoid being crowded inside the school premises, Sultan Kudarat State University (SKSU) ACCESS Campus implemented Rotational Blended Learning (RBL). This study employed the quantitative research method of (Creswell, 2012). A checklist-style questionnaire was conducted with 136 respondents. In order to identify the impact of Rotational Blended Learning (RBL) on student’s academic performance, the researchers compared the general point average (GPA) of the students before and after the implementation of RBL. The study reveals that students had a higher general point average (GPA) during online classes (M = 1.95, SD = 0.24) compared to when they experienced rotational blended learning (M = 2.27, SD = 0.27). In order to identify the impact of Rotational Blended Learning (RBL) on student’s mental state, the researchers used the DASS-21, "Depression, Anxiety, and Stress Scale," by Lovibond & Lovibond (1995), as cited in Llanillo (2021). The study reveals that student’s mental state after the implementation of RBL in terms of depression is moderate (M = 16.88, SD = 8.01), anxiety is severe (M = 19.01, SD = 5.14), and stress is mild (M = 23.97, SD = 8.13). The efficiency of online distance learning in terms of GPA against rotational blended learning has been proven. Therefore, it is recommended that online distance learning should be employed instead of rotational blended learning if another pandemic strikes our country again.