Integration of Blogging in Classroom Instruction

Joseph V. Andas and Jason L. Mahilum
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Joseph V. Andas: Mindanao State University-Tawi-Tawi College of Technology and Oceanography, Bongao, Tawi-Tawi
Jason L. Mahilum: Ateneo De Zamboanga University, Zamboanga City

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 1005-1011

Abstract: This study explored the integration of blogging in classroom instruction, focusing on teachers’ perceptions of its usefulness. Twenty-four teachers in Zamboanga City participated in hands-on activities, specifically, creating blogs on their topics of interest and critiquing them. Semi-structured interviews and a researcher-made questionnaire were employed to gather qualitative and quantitative data. The findings revealed positive reactions from teachers toward incorporating blogs into classroom instruction. They cited benefits such as increased student motivation, real-world learning experiences, and enhanced writing skills. Despite acknowledging challenges in planning and implementation, uncertainties in utilizing blogs due to technological intimidation, concerns about overwhelming students’ activities, doubts about effectiveness, limited computer and internet access, and suitability for younger students; teachers emphasized the positive impacts of blogging on student learning. The questionnaire results, analyzed using Mean and Standard Deviation, indicated an overall positive perception of blogging integration. Each mean score was interpreted as “Agree†to “Strongly Agree.†The grand mean score further affirmed agreement on the perceived usefulness of blogging in classroom instruction. The small standard deviation suggested minimal variation in teachers’ responses, indicating an agreement on the positive impact of blogging as an instructional tool.

Date: 2024
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