ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— The COVID-19 pandemic brought about an unprecedented disruption in the education system, particularly in the Philippines, where many students experienced learning loss due to the sudden shift to remote and inaccessible learning modalities. In response to this challenge, educational institutions have explored alternative instructional methods, one of which is the blended learning modality—a combination of traditional face-to-face instruction and online learning supported by information and communication technologies (ICTs). This study investigated the effectiveness of blended learning in teaching Language, Culture, and Society among 48 first-year BSED-English students at Osmeña Colleges during the academic year 2020– 2021. Specifically, it examined the students’ demographic profiles in terms of age and gender, assessed their knowledge through pre-test and post-test results across six key learning competencies, and analyzed whether a significant improvement occurred after the intervention. Utilizing a quasi-experimental research design, the study employed a structured questionnaire consisting of two parts: demographic data collection and a 40-item test aligned with a researcherformulated Table of Specification. The data gathered were analyzed using frequency counts, percentages, and mean scores. A dependent t-test was used to determine the significance of the difference between pre-test and post-test scores, with a significance level set at 0.05. The results showed a statistically significant increase in post-test scores, indicating that the blended learning modality had a positive impact on students’ understanding of the subject. Based on these findings, the study concludes that blended learning is an effective instructional strategy and recommends its continued use to enhance educational outcomes in higher education settings. Keywords — blended learning modality, effectiveness, language, culture and society, learning competencies