2024 Impetus Poster Presentation Abstracts.

Introduction: Currently, face-to-face learning and blended learning are utilized as instructional methods in various academic institutions.However, it remains uncertain whether the difference between these methods significantly affects the students' performance.The study's objective is to compare and analyze the difference in Physical Therapy Licensure Examination (PTLE) performance between the San Pedro College-Physical Therapy (SPC-PT) graduates who experienced blended learning and the graduates who only experienced face-to-face learning. Methods:The study utilized a quantitative, comparative approach and purposive sampling.The researchers acquired PTLE data from Professional Regulation Commission of the SPC-BSPT batches 2020 and 2021 who experienced blended learning and the SPC-BSPT batches 2018 and 2019 who experienced full face-toface learning from the Professional Regulation Commission.Data was analyzed using frequencies, percentages, and chi-square test of independence.Results: There were 177 SPC-PT graduates, 83 graduates who underwent blended learning, and 94 graduates who only underwent face-to-face learning.The study involved two batches of blended learning, and the results showed 62 (74.7%) passers and 21 (25.3%)failed examinees, while the two face-to-face batches had 90 (95.74%) passers and 4 (4.26%)failed examinees.Through the Chi-square test of independence, it revealed a significant difference between the PTLE performance of the students with face-to-face learning and blended learning.Discussion: Based on the findings, students who had face-to-face method of instruction had statistically significant higher passing rates than those who had blended learning.Hence, future research should identify the reasons behind the relationship.These findings can help academic institutions, teachers, and students improve their PTLE performance through identifying factors that result in effective teaching and learning that results in positive PTLE outcomes.