The study, entitled 'Effectiveness of Teaching-Learning Modalities,' aimed to assess the effectiveness of face-to-face and blended learning modalities. Specifically, it sought to determine whether there was a significant difference in pupils’ academic performance based on the teaching modality and to explore any correlation between teaching modalities and pupils’ academic performance. The study utilized a descriptive-quantitative design. According to the findings, the instrument obtained a mean score of 4.86, indicating a very high level of effectiveness. Furthermore, the study revealed that, in the pretest, the subjects achieved an average mean score. After the treatment was administered, the post-test scores of the subjects significantly increased to a high level. Consequently, the hypothesis nullifying the significant difference between the pretest and post-test of the subjects was rejected. In light of these results, it is recommended that teachers develop instructional materials to enhance students’ knowledge, abilities, and skills. Additionally, it is suggested that an assessment of students' least-learned skills be conducted to gather valuable information about their learning, allowing for effective interventions that positively contribute to the overall success of the learners.
teaching-learning modalities, face-to-face modality, blended modality.
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