The Interplay between Face- to- face Classes and Online Learning on School Attitude of Students in Blended Learning among Teacher Education Students

The purpose of this study was to determine the impact of face-to-face class and online learning to the school attitude among teacher education students in Kapalong College of Agriculture, Sciences and Technology. The study was quantitative research that utilize a descriptive-correlational approach. A sample of 120 randomly selected teacher education students who were identified using stratified random sampling answered the surveys on the three variables. Results showed that the level of face-to-face class and online learning were in high level, however, the school attitude was in moderate level. Results also revealed that there is also a significant relationship between face-to-face class and school attitude. Likewise, there is also a significant relationship between online learning and school attitude of the teacher education students. Moreover, results show that domains of face-to-face class such as situational awareness, authenticity, presence, clarity and empathy can significantly influence student school attitude. Finally, it was revealed that domains of online learning such as technical glitch, participation in distance education, communication in distance education, interest-attention and materials can significantly predict school attitude to the respondents. Results imply that the variables are significant in improving the school attitude among teacher education students.