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Published in
Academic Frontiers
Blended Learning Implementation and Its Relationship to Student Academic Performance in Remote Areas: Evidence from PSU-Narra Campus
Academic Frontiers, 2(6), 340-345, ISSN: 3082-4400, 2026.
Recommended Citation:
Pascua, J. A. N., Gemang, R. D., & Diaz, M. V. (2026). Blended Learning Implementation and Its Relationship to Student Academic Performance in Remote Areas: Evidence from PSU-Narra Campus. Academic Frontiers, 2(6), 340–345. https://doi.org/10.5281/zenodo.20960872
Author(s)
Pascua et al.
Abstract
This study examined the implementation of blended learning and its relationship with student academic performance in a remote higher education context at PSU-Narra Campus. Using a quantitative-correlational research design, the study involved 50 students and measured blended learning implementation in terms of instructional design, technology use, and learner engagement. Data were gathered using a validated Likert-scale questionnaire, while academic performance was measured using students' General Weighted Average (GWA) obtained from official school records. Descriptive statistics, including frequency, percentage, and weighted mean, were used to summarize respondent profiles and levels of blended learning implementation, while the Pearson Product-Moment Correlation Coefficient was used to determine the relationship between blended learning implementation and academic performance. Findings showed that most respondents were female, primarily used smartphones for learning, relied on mobile data for internet access, and came from households earning Php 20,000 or less monthly. Blended learning implementation was generally favorable, with instructional design rated very high, while technology use and learner engagement were rated high. Academic performance was also favorable, with many students obtaining very good and excellent GWA ratings. Correlation analysis indicated a significant positive relationship between blended learning implementation and academic performance. The findings suggest that blended learning can support student performance in remote areas when lessons are well structured, learners are actively engaged, and technology support is available. The study recommends strengthening instructional design, improving access to digital resources, and implementing learner engagement strategies to make blended learning more equitable and effective in remote communities.
Keywords
academic performance, blended learning, learner engagement, remote areas, technology use
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