Relationship of Knowledge, Skills, and Attitude to Blended Learning Utilization among Mathematics Teachers

Classrooms are spaces where teachers and students engage, explore concepts, share ideas, and learn together. Teachers use a variety of digital and non-digital resources to support and track students' learning in Mathematics. This study explores the implementation of Blended Learning Approaches among Mathematics teachers in Calbayog City, focusing on three school districts. It examines the characteristics and perceptions of teachers regarding the use of blended learning in the context of the COVID-19 pandemic. The majority of the teachers were female, aged 21-30, with 1-5 years of experience and a master's degree. These teachers exhibited strong knowledge, skills, and attitudes in mathematics, though their use of blended learning was moderate. The study also found that teachers' age, highest educational attainment, and years of teaching experience significantly influenced their knowledge, skills, and attitudes toward blended learning. Furthermore, there was a notable correlation between teachers' proficiency in blended learning and the extent of its use. A key challenge identified by teachers in the Oquendo I, II, and III districts was the high cost of necessary technology, which many students could not afford. In response, the study recommends that school administrators implement school-based in-service training (INSET) to support newly hired and less experienced teachers in mastering various teaching methodologies, especially blended learning.