Printed, digital, or blended modules: which best enhances learners’ academic performance in Filipino subject?

Abstract

The Philippine education sector increasingly relies on printed, digital, and blended modules to sustain and personalize learning. This quantitative experimental study compared these delivery formats in the subject language and communication in Filipino academic contex among 108 randomly selected grade 11 learners assigned to printed-only, digital-only, or blended (print+digital) conditions. A validated researcher-made 50-item achievement test was administered before and after a six-week intervention in which groups studied the same competencies and completed parallel tasks, differing only in delivery format. Using analysis of covariance (ANCOVA) to control baseline performance, posttest scores differed significantly by modality, F(2, 104)=18.91, p<0.001, partial η²=0.27. The blended group obtained the highest mean score (M=42.78) and significantly outperformed both single-format groups, while printed-only and digital-only outcomes were comparable. Open-ended feedback suggested that print resources supported organization and annotation, whereas digital activities enabled practice and timely feedback; combining both helped clarify steps and correct errors. Consistent with constructivism and the cognitive theory of multimedia learning, intentionally integrated print and digital components appear to enhance interactivity and manage cognitive load. Schools are encouraged to adopt accessible blended module designs and provide implementation support in low-connectivity contexts; future studies should replicate the comparison in other settings and examine longer-term retention.