UNVEILING STUDENTS’ LIVED EXPERIENCES ON BLENDED LEARNING: A PHENOMENOLOGICAL STUDY

Education

This study delved into the lived experiences of the learners on the blended learning modality. This qualitative phenomenological research aimed to unveil the experiences, challenges, coping mechanisms, and insights of the grade 5 students enrolled in Magugpo Pilot Central Elementary School. Data and information were gathered using in-depth interviews. The study's participants were the 10 selected students enrolled in the academic year 2023-2024. The findings showed that the challenges encountered by the students include not asking questions directly, cheating anytime, having no personal gadgets, having internet connectivity problems, and being distracted at home. The mechanisms utilized by students to overcome these challenges include asking for help from classmates, teachers, and parents, creating quiet workspace, time management, and taking regular breaks. The findings also revealed that finding out more about how students perceive the integration of technology and face-to-face interactions in blended learning settings could provide insight into their engagement and motivation. This paper concluded with the recommendation that the findings from the students' lived experiences would assist school administrators and curriculum designers in determining the improvement to enhance teaching methods and provide frameworks that cater to the various demands of students in blended learning contexts. Further, it was suggested that the admissions procedure be strengthened to enhance learning and that teachers, students, parents, and other stakeholders work together more closely to find solutions for current and potential issues relating to the phenomenon under study.

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