REMOTE LEARNING DIFFICULTY OF SENIOR HIGH SCHOOL STUDENTS

ON BLENDED LEARNING MODALITY IN THE

NEW NORMAL EDUCATION

Alipa, Asnalia Ibrahim

Bigayan, Jazel A.
Dela Torre, Krislyn Jaynes P.
Huerno, Jasmin P.
Nacion, Mary Trinity
Orbita, Michael Jr.
Red, Elvie Mauren T.
Sebullen, Gina Mae T.
Researchers

John Rodolf N. Mortega, MAEd.

Research Adviser

March 2023
 CHAPTER I

THE PROBLEM

Introduction

Education is one of the vital needs of each individual. It is held in the school every
year by teaching problem-solving skills and understanding things. Traditional
education is the primary system of education in which learning occur between a teacher
and students that is performed in classroom on schools. Since the pandemic has spread, the
world has altered and the traditional education system has been affected. Millions and
millions of students face a lot of difficulties (United Nations, 2020). Nevertheless, this
shocking number alone cannot reflect the adversity of the consequences that the pandemic
has brought about to education. Even today, not all educational institutions around the
world can return to “normal” campus life. The “new normal” hype is gathering momentum,
although it is not a new topic, attracting research interest ever since before the pandemic
(Wildemeersch & Jütte, 2017). It has, however, gained greater popularity soon after the
global pivoting to online learning (Basilaia & Kvavadze, 2020; Li, 2020; Male, 2020; Puri,
2020).

To respond to the challenge of innovating educational delivery mechanisms in

higher education, the Department of Education (DepEd) develops appropriate learning
delivery modalities to let the basic education learners continue education while containing
the spread of COVID-19 (DepEd, 2020a). The modalities are referred to as Distance
Learning or Blended Learning—a combination of the sub-categories of distance learning:
Modular Distance Learning, Online Distance Learning, and Television-/Radio-based
Instruction. It is now the "new normal" of delivering the basic education services in the
Philippines while putting forward the welfare of teachers, learners, and other education
stakeholders (DepEd, 2020b).

The practice of using Distance Learning or Blended Learning can be collectively

called emergency remote education (ERE). It is the temporary change in the delivery of
instruction caused by the sudden occurrence of a crisis. ERE does not mean going away
from the traditional arrangement of the instructional process nor creating a completely new
educational system. It provides a temporary feasible alternative for education practitioners
to perform instruction and provide students with necessary instructional support (Hodges
et al., 2020). ERE is also a branch of distance education, however, treated as an ‘option’
not ‘obligation’ in this time of crisis (Bozkurt et al., 2020). Furthermore, ERE enables the
making the most of available resources including a wide range of technologies that offer
capabilities for remote learning. It is also emphasized that, in this case, ERE is the best
term to describe education during this interruption and is not the same as those distance
education practices long before (Bozkurt et al., 2020).

Blended learning is a product of the digital revolution, and it is increasingly being

adopted as a new delivery method by institutions of higher education around the world
(Jandric, 2020). It is widely adopted across higher education with some scholars referring
to it as the “new traditional model” (Ross and Gage 2006, p. 167) or the “new normal” in
course delivery (Norberg et al. 2011, p. 207). However, tracking the accurate extent of its
growth has been challenging because of definitional ambiguity, combined with
institutions’ inability to track an innovative practice, that in many instances has emerged
organically (Oliver and Trigwell 2005).

In the Philippine context, remote learning reveals a digital divide among Filipino
students (Santos, 2020). This current situation in remote learning may most possibly
exacerbate existing inequalities and may translate to barriers in online learning. For some,
it may present difficulty to purchase a facilitative learning device to easily tune in to online
classes and immediately turn in assignments in the online system (Santos, 2020). Despite
the efforts to make education accessible for all, many difficulties are still confronting
Filipino university students in the practice of distance education.

Thus, the researchers will conduct this study to explore the lived experiences of
Senior High School students on Blended Learning Modality in the New Normal Education.
Furthermore, it attempted to investigate the students’ challenges, and coping mechanisms.
There is a felt need in conducting the study because students nowadays are new to the
blended learning modality which has evolved during the CoViD-19 pandemic. Aside from
this, the researchers also aims to develop various recommendations that can help the
students to address the remote learning difficulties of the students on Blended Learning
Modality in the New Normal Education.

Statement of the Problem

This study aims to explore the lived experiences of Senior High School students
on blended learning modality. Specifically, the study delves into the following specific
questions:

1. What is the profile of the respondents in terms of:

1.1 age
1.2 sex
1.3 grade level, strand, and section
1.4 learning resources?
2. What are the remote learning difficulties encountered by the students on Blended
Learning Modality?
3. What are the coping mechanisms of students to cope with the difficulties
encountered on blended learning modality?
4. What recommendations can be made, based on the findings of the study?

Assumptions of the Study

1. The profile of the respondents in terms of age, sex, grade level, strand, section, and
learning resources varies.
2. There are several difficulties encountered by the Senior High School students on
Blended Learning Modality in the New Normal Education. This includes unstable
internet connectivity; inadequate learning resources; electric power interruptions;
vague learning contents; overloaded lesson activities; limited teacher scaffolds;
poor peer communication; conflict with home responsibilities; poor learning
environment; financial related problems; physical health compromises; and mental
health struggles.
3. There are several coping mechanisms that the students employ to cope with the
difficulties encountered on Blended Learning Modality such as having a positive
 well-being, time management, openness to change, peer mentoring, and
collaboration between students, teachers, and parents.
4. Several tips and strategies will be made based on the finding of the study to serve
as a recommendation to address the difficulties of the students on Blended Learning
Modality.

Scope and Delimitations of the Study

The study will focus on the Remote Learning Difficulty of Senior High School
students on the Blended Learning Modality in the New Normal Education. The primary
subject of this study are the Grade 11 and Grade 12 Senior High School students of Nabua
National High School enrolled in the school year 2022-2023. A total of 50 participants will
be involved in this study, specifically 10 students per strand. The respondents will be
selected through purposive sampling using validated questionnaires and interview as the
data collection tool. The study is not restricted to any gender. It includes both male and
female senior high school students of Nabua National High School that have experienced
remote learning or blended learning in the present school year.

Significance of the Study

The study entitled Remote Learning Difficulty of Senior High School Students on
Blended Learning Modality in the New Normal Education, believed to be significant to the
following:

Student – As the primary subject of this study, this will help students to be aware about
the knowledge and gap about experiences in the blended learning as one of the learning
modalities in the new normal education.

Parents – Parents will be given a view or insight about the experiences that students have
encountered on the implementation of blended learning modality. This will also guide them
in proper handling and managing the situation of their children.
Teacher – This research would be beneficial to teachers to be able to expand their
knowledge about the remote learning difficulties of the students on the blended learning
modality.
School – The result of this study may serve as a springboard for the future improvements
of the schools' existing programs and guidelines on the implementation of blended
learning.

The Researchers of the Study – This study is highly beneficial to the researchers, as this
will improve their knowledge regarding the lived experiences of Senior high school
students on Blended Learning. If the study would be successful, it would bring a great
effect to the researcher’s growth and development. The researcher’s effort, experiences,
and data that have gathered from the respondents would also be paid off and their curiosity
will be satisfied.

Future Researcher – This may serve as a guide and reference for future researchers who
will also conduct research related to this study. This research will provide them essential
insights that could further improve their work and understanding. Furthermore, this
researcher could inspire researchers to do well in their chosen topic and through this; they
may inspire and help other researchers as well.

Definition of Terms
For better understanding of the study, the researchers gave several terms that were
defined conceptually and operationally used in the study.

Blended Learning - is the use of traditional classroom teaching methods together with the
use of online learning for the same students studying the same content in the same course.
It is a “thoughtful fusion of face-to-face and online learning experiences” (Garrison &
Vaughan, 2008). The term is used in the study to refer to the learning modality which will
cause an influence to the experiences of Senior High School students.
Coping Mechanism - is the cognitive and behavioral approaches that we use to manage
internal and external stressors (Algorani & Gupta, 2021). In this study, it refers to the
strategies that students used to cope up with the challenges on Modular Distance Learning.

Implementation - is a change-oriented process of endorsing an action plan. As such,

implementation is the action that must follow any preliminary thinking for something to
actually happen (Koichu et al. 2019). In this study, it refers to the practice of applying
blended learning as the modality used by the students in the new normal education.

New Normal - is a scenario to accelerate the handling of COVID-19 in health and socio-
economic aspects, (Prahani, B. K., & Cheng, T.-H. 2020). For the purpose of the study,
this term refers to the living situation of students that will be consider a one of the affecting
factors in the study.

Pandemic - is defined as “an epidemic occurring over a very wide area, crossing
international boundaries, and usually affecting a large number of people” (Porta, 2014). In
this study, it refers to one of the factors that result to the use of Blended Learning modality.

Pedagogical Practice - According to Learning Journals, pedagogical refers to the method

and practices of a teacher. It’s how they approach their teaching style, and relates to the
different theories they use, how they give feedback, and the assessments they set. For the
purpose of the study, this term refers to how the relationship of student access becomes
more complex in relation to the practices of teacher.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides a review of related literature and studies to substantiate the
research findings in this study. The related literature and studies reviewed have generated
ideas that serve as a guide in the process of formulating the problem and as a function in
coordinating and organizing the results of the previous studies to have a link with the result
of the present study. It also presents the synthesis of all research materials lifted from
electronic journals, articles, unpublished thesis and dissertations, websites, and other
resources found relevant in the present undertaking art as well as the gap bridged by the
study.

Blended Learning Modality

Blended learning is an instructional and learning experience that comprises in-

person and online learning. It is a combination of several instructional and learning
methodologies, one of which is essentially based on technology (Hege et al., 2020). A 2008
study, commissioned by the U.S. Department of Education, defined blended learning as “a
combination of online and in-class instruction with reduced in-class seat time for students.”
Moreover, Rovai and Jordan (2004) claimed that blended learning is a mixture of online
learning and classroom that contain some of the facilities of online courses with the
presence of face-to-face communication.

Delialioglu and Yildirim (2007), claimed that the systematic and strategic
combination of ICT tools into academic courses introduces a new way to approach
instructional goals. Additionally, Garrison and Kanuka (2004), found out that blended
learning environments seize the values of traditional classes, which improve the
effectiveness of meaningful learning experiences. One early nationwide study sponsored
by the Sloan Consortium (now the Online Learning Consortium) found that 65.2% of
participating institutions of higher education (IHEs) offered blended (also termed hybrid)
courses (Allen and Seaman 2003). According to Rapanta et al., (2020), this new
environment allows flexible and self-paced learning and reflection, which gives the
students ample time to review the learning materials and improve the lesson activities, and
at the same time, allow the teachers to monitor the students’ progress along the process.
With flexible active learning and more feedback, blended learning provides students with
an authentic learning experience (Bonk et al., 2020). Moreover, according to the study of
Tayebinik, M., & Puteh, M. (2012), blended learning can be considered as an efficient
approach of distance learning. It is more favorable than pure e-learning and offers many
advantages for learners like producing a sense of community or belonging.

New Normal
During the COVID-19 pandemic in 2020, the term “new normal” reappeared to
point out how the pandemic completely transformed human life, including professional
identity, economic subsistence, work and family organization, children's education; and, in
turn, demanding a radical revision of the traditional ways, practices and skills used to
manage them (Manuti et. al., 2022).

Albarez (2020) made a point of saying that the COVID-19 pandemic has a
substantial impact, notably on the educational system, and that this is in response to the
call for continued education in the face of this global health threat. It demonstrated that
remote learning is difficult in these difficult times.
Indeed, since the start of the pandemic, it has been evident that COVID-19 was
destined to mark our history, triggering long-term effects for individuals, teams, and
organizations. Although we are longing to return to our familiar routines, it is evident that
everything has changed, and we still have difficulties adapting to this new normal (Manuti
et. al., 2022).

Remote Learning
When worldwide closers were declared, it resulted not only in prohibition of
physical lectures but also closing libraries, laboratories, sports activities, changed
communication channels and altered assessments (Aristovnik et al.) The education
delivered by the universities in the midst of the pandemic has a noticeable difference
between conventional distance or online learning practices and sudden stopgap shifts as
Emergency Remote Learning (ERL) was a temporary change for instruction and
curriculum delivery due to COVID-19 crisis. Milman called it pandemic pedagogy
(Milman, 2020) and described the situation as emergency remote teaching and learning,
whereas Hodges created the term- Emergency Remote Teaching (Hodges et al., 2020)
which has been interchangeably used as Emergency Remote Learning.
Several studies have investigated the unique education-in-pandemic situation.
Study done in British Columbia’s Okanagan campus in Canada (Riley & McNeil, 2020)
has recorded that rapid transition to ERL had a negative impact on student’s mental well-
being resulting in challenges in learning and engagement. Another study done in Indonesia
(Rahiem, 2020) found that the students were not prepared for the transition resulting in
paradoxical positive and negative responses about ERL.

Implementation of Blended Learning

Different countries shift from face-to-face instruction to distance as well as digital

learning (Crawford et al., 2020). Many schools see the blended learning modality as an
option as this pandemic continues (Black et al., 2020). The abrupt transition from face-to-
face to distance online pedagogy brought teachers to utilize technology on a massive scale
to cope with the need to deliver learning despite the global school closures due to COVID-
19. However, the sudden shift to the new normal of education created a hot debate in the
Philippines. Magsambol (2020) cites an obvious gap between those who can and cannot
afford the resources to avail the online learning platform. This led to a tighter measure for
education institutions in sustaining its operations despite the impending risk.
In the study of Montgomery et al. 2019, it has observed that blended learning
environments provide students with significant support and opportunities to actively
participate in defining their own learning while also allowing for a more in-depth review
of course content. Higher education could benefit from a blended learning experience,
especially in the aftermath of a pandemic (Jones & Sharma, 2020). It can be observed that
a blended learning method provides students with a high-impact learning outcome. Though
it may appear difficult, it is a simple technique to the interest of students in learning.
Providing chances for professional engagement enhances educators to manage their time.
It utilized interactive knowledge check as a crucial feature of active learning in blended
learning modality, as a flipped classroom has been found to boost student engagement.
(Guillén-Gámez et al., 2020; Owston et al., 2019). It utilized interactive knowledge checks
as a crucial feature of active learning in both our online and face-to-face components, as
flipped classrooms have been found to boost student engagement. When quizzes are
integrated into the design, learning aims are achieved (Van Alten et al., 2019). Meanwhile,
Magsambol (2020) cites an obvious gap between those who can and cannot afford the
resources to avail the new education platform. The lack of access to educational
technologies and innovations continues to be a challenge with novel educational
technologies (Fairlie 2004; Jones et al. 2009). According to Stubbs et al. (2006), blended
learning modality addresses the needs of learners in terms of their learning goals and
learning environment.

Impact of Blended Learning to Students

Ożadowicz (2020) developed a modified blended learning approach and presented
a case study on how it was implemented to the building automation engineers at a technical
university in Poland. The researcher reported that this approach yielded favorable
outcomes in terms of students’ participation, attendance, and engagement with learning
activities. Lo et al. (2021), examined the effectiveness of “flexible learning with multi-
component blended learning mode” in teaching chemistry to undergraduate students in a
university in Hong Kong. They found that this approach enhanced the students’ learning
achievement, engagement, and self-motivation in learning chemistry concepts. Ma and Lee
(2021), evaluated the effectiveness of ARCS (Attention, Relevance, Confidence, and
Satisfaction)-based blended learning by comparing it with in-person and pure online
learning. The researchers found that blended learning outdid pure online learning in terms
of improving the learners’ attention, confidence, and satisfaction perceptions. Nathaniel et
al. (2021) developed an adaptive blended method for teaching a course in medical
neuroscience. They found that this approach helped high-achieving medical students
improve their academic performance. It also facilitated identifying struggling learners at
an earlier time, which served as a warning sign to provide appropriate intervention. Sefriani
et al. (2021) investigated the effectiveness of blended learning with Edmodo in teaching
statistics to the students of Informatics Engineering Education at a university in Indonesia.
The researchers reported that this approach brought positive results among students in
terms of engagement in learning statistics.
 However, some research studies revealed that blended learning poses negative
effects to students. Stubbs et al., (2006) stated that learners nowadays face significant
barriers to blended learning for a variety of reasons, including restricted or non-existent
internet connectivity, budgetary constraints, insufficient access to technological devices,
and moral and emotional support. Students from low-income households have difficulties
in an online environment that requires computers and connectivity to the internet that
broadens the learning gap among the students from families with different socioeconomic
statuses (Van Lancker & Parolin, 2020). In the study of Rotas, E. E., & Cahapay, M. B.
(2020), it was revealed that students have encountered difficulties in internet connectivity;
inadequate learning resources; electric power interruptions; vague learning contents;
overloaded lesson activities; limited teacher scaffolds; poor peer communication; conflict
with home responsibilities; poor learning environment; financial related problems;
physical health compromises; and mental health struggles.

Impact of Blended Learning to Teachers

The idea of combining several instructional approaches is not new. Teachers have
been employing novel and imaginative concepts in planning their lessons, and they have
attempted to combine lectures and activities throughout the instructional process
(Deshpande & Shesh, 2021). Similar studies also confirm that teachers develop innovative
pedagogical approaches, new assessment tools, digital competence, and flexibility during
COVID-19 (Dhawan, 2020; König et al., 2020).
On the other hand, findings show that teachers experience challenges in terms of
health, technology, students, and finances. Teachers work nights and weekends to develop
learning materials and support their students (Jandrić, 2020). Also, they are challenged
with students’ insufficient knowledge and skills in e-learning as well as the unavailability
of electronic devices and internet connectivity (Mailizar et al., 2020). Another challenge is
the financial burden of buying necessary equipment for online teaching as well as the
reproduction of learning modules.

Although teaching with blended learning is expensive and requires assistance from
stakeholders for successful implementation, the teachers agree that introducing blended
learning in the “new normal” system is the most appropriate instructional modality during
the pandemic (Aboagye, 2020).

Synthesis of the state-of-the-art

In terms of the insights provided, the literature and studies that the researchers
utilized as a guide have some parallels and variations with the current investigation, which
provided them with baseline knowledge and fruitful observations, as well as contributing
to the conceptualization of the present study.
Albarez (2020) made a point of saying that the COVID-19 pandemic has a
substantial impact, notably on the educational system, and that this is in response to the
call for continued education in the face of this global health threat. Blended learning or the
integration of face-to-face and online instruction (Graham 2013), is widely adopted across
higher education with some scholars referring to it as the “new traditional model” (Ross
and Gage 2006, p. 167) or the “new normal” in course delivery (Norberg et al. 2011, p.
207). However, tracking the accurate extent of its growth has been challenging because of
definitional ambiguity (Oliver and Trigwell 2005), combined with institutions’ inability to
track an innovative practice, that in many instances has emerged organically.
While several studies have shown the value of blended learning from the
perspectives of the learners (Lo et al., 2021; Ma & Lee, 2021; Nathaniel et al., 2021;
Ożadowicz, 2020; Sefriani et al., 2021), there is still limited literature on its practice in the
context of the teachers. Tayebinik, M., & Puteh, M. (2012), Shank (2020), Perveen (2016)
and Black et al., 2020 made a point of saying that the blended learning modality is
beneficial among students and that it is an efficient approach of distance learning.
However, Magsambol (2020) and Van Lancker & Parolin, (2020), cites an obvious gap
between those who can and cannot afford the resources to avail the new education platform.
In addition, Stubbs et al. (2006) stated that learners nowadays face significant barriers to
blended learning for a variety of reasons, including restricted or non-existent internet
connectivity, budgetary constraints, insufficient access to technological devices, and moral
and emotional support. Similar studies also confirm that teachers develop innovative
pedagogical approaches, new assessment tools, digital competence, and flexibility during
COVID-19 (Dhawan, 2020; König et al., 2020). On the other hand, Jandrić, 2020 and
Mailizar et al., 2020 show that teachers experience challenges in terms of health,
technology, students' insufficient knowledge and skills in e-learning as well as the
unavailability of electronic devices and internet connectivity.

Gap Bridged by the Study

Based on the review of related literatures and studies gathered and presented by the
researchers, it can clearly be seen that the implementation of blended learning create may
debates. Some are in favorable side, but some are not. Some cites its advantages, while
some are still questioning its effectivity.

In the overall presentation of the review of related literatures and studies, it can
clearly be noticed that there have been various studies conducted concerning about blended
learning as a modality. However, the present study will not only focus on the effects of
blended learning modality to students. Instead, this study will also specifically determine
the coping strategies that the students employ to cope with the challenges or struggles they
have encountered on blended learning. The present study was back up of different related
studies and intellectual rigor of the present researchers. This study also focuses on the
supports needed in order for the students to alleviate their difficulties.

Theoretical Framework
The theories such as Online Education: An Integrated Model (Picciano, A. G.
2017), The Pandemic Challenge (Greve, H. 2020) and The Student Development Model
(Long, D. 2012) is related to the study to be conducted by the researchers, which will be
used as a guide to the current study.

The Theories and Frameworks for Online Education: Seeking an Integrated Model
explains the phenomenon of learning environments motivated by online education. The
model provide assumption that online education has evolved as a general learning sub-
sector, not as a distance learning sub-sector. The model also suggests that combining goals,
activities, and approaches within multiple modalities is most effective and can be attractive
to a wide range of students. The Pandemic Challenge Theory also examines how
organizations change routine behaviors as a function of their goals and experience. This
theory that explains how the Covid-19 pandemic poses challenges to four branches of
learning theory is consequential for the wider field of management of every student, not
just for scholars specialized in learning theory. The Student Development Model explains
student behavior while also providing context for students' diverse perspectives and
experiences. This theory guide student affairs professionals in developing programs and
services, setting strategic goals, and interacting with students.
The current study, on the other hand, focuses on the effects of blended learning to
Senior High School students. Because of the new normal in education, it is important to
determine their experiences, as well as the strategies they are using to cope up with their
struggles. With the help of these theories, the researchers are able to form a theoretical
paradigm of the student’s experiences on blended learning modality relating to the Online
Education: An Integrated Model (Picciano, A. G. 2017), The Pandemic Challenge (Greve,
H. 2020) and The Student Development Model (Long, D. 2012). Below is the proposed
model created by the researchers.

Online Education: An
Integrated Model

Student’s
Blended academic
The Pandemic Challenge
Learning success

The Student Development

Model
-
Figure 1. Theoretical Paradigm
Conceptual Framework
The conceptual framework in this study made use of the input-process-output (IPO)
model. This system approach model is used to construct an idea regarding the concept of
the study. It will involve the input, where profile of the students can be found, the process,
where the data collection, analysis, and formulation of recommendations takes place and
the output of the study conducted. Moreover, feedback loop is also included for further
evaluation and feedbacks.

Input Process Output

1. Profile of the respondents

in terms of: Data Collection:
1.1 Age
1.2 Sex • The data collected will
1.3 Grade level, strand, be analyzed,
and section interpreted, and
1.4 Learning resources evaluated. REMOTE
LEARNING
2. Remote learning • Formulation of tips DIFFICULTY OF
difficulties encountered by and strategies can be SENIOR HIGH
the students on Blended done to serve as a SCHOOL
Learning Modality. recommendation to
STUDENTS ON
address the difficulties
of the students. BLENDED
3. Coping Mechanisms of LEARNING
students to cope with the MODALITY IN THE
remote learning difficulties NEW NORMAL
on Blended Learning
EDUCATION
Modality.

4. Recommendations can be
done to address the
difficulties encountered by
the students.

Feedback

Figure 2. Conceptual Paradigm

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research methods. This includes the
respondents of the study, research instrument, procedures and sources of the data needed,
and the guide questions utilized in conducting interviews.

Research Design
This study will utilize mixed method, a combination of qualitative and quantitative
research design. According to Enosh, et al., (2017), the use of mixed methods enables
researchers to answer research questions with sufficient range and depth. It helps to
generalize findings and implications of the research issues to the whole population.

Further, this method allows the researchers to utilize descriptive-phenomenological

research approach. According to Creswell (2007), a phenomenological research approach
describes the meaning for several individuals of their lived experiences of a concept of
phenomenon. This approach will provide qualitative data to researchers in order to gain an
in-depth understanding of the experiences of Senior High Shool students on blended
learning modality.

Moreover, as stated by Bickman, Rog, and Hedrick (1998), descriptive research

approach is used when the researcher wanted to answer "what is" or "what was" question.
In addition, Calmorin (2007), also stated that descriptive research focused on the present
condition. The purpose is to find new truths that may have different forms such as increased
quantity of knowledge, an increased insight into factors which are operating the discovery
of a new causal relationship and more accurate formulation of the problem.

Research Instrument
To gather the appropriate data needed in this study, the researchers will use a survey
questionnaire as the instrument or tool that will be given to the respondents. A
questionnaire is a research instrument consisting of a series of questions used to gather data
from the respondents about their attitudes, experiences, and opinions. A survey is a
research method where you collect and analyze data from a group of people, (Bhandari,
2021). For the purpose of validity, the survey questionnaire which was utilized by the
researchers will be submitted to the researcher’s adviser for suggestions and further
improvement.

Respondents of the Study

The respondents of the study will be composed of Grade 11 and Grade 12 senior
high school students of Nabua National High School enrolled in the school year 2022-
2023.

A total of 50 respondents will be involved in this study, specifically 10 students per

strand. The respondents are from the Accountancy Business and Management (ABM),
General Academic Strand (GAS), Humanities and Social Sciences (HUMSS), Science
Technology Engineering and Mathematics (STEM), and Technical-Vocational-Livelihood
(TVL) strand. These selected students have the ability to respond to the research questions.

Sampling Technique
In accordance with this study, a type of non-probability sampling technique called
purposive sampling will be use. Purposeful sampling was considered and employed
according to the following inclusion criteria: 1) A senior high school student for the school
year 2022-2023; 2) Students have experienced blended learning during the school year;
and 3) Voluntary participation in the survey.

The researchers used purposive sampling in order to identify individuals who could
provide insights into the phenomenon in question. This type of sampling provides higher-
quality information that is specific to the needs by generally filtering out unnecessary
responses (Nikolopoulo, 2022).

Data Collection Process

This study aims to explore the lived experiences of Senior High School students
of Nabua National High School on blended learning modality. In order to gather data and
have a conclusion, the researchers will conduct the following stages: Phase 1: Formulation
of Research questions; Phase 2: Consultation of questionnaire; Phase 3: Distribution of
survey questionnaire to participants and Phase 4: Data Analysis.

To that end, the questionnaire included five open-ended questions, one on a five-
point Likert scale ranging from strongly agree (1) to strongly disagree (5). The
questionnaire's content validity will be determined after it was reviewed by a research
teaching specialist. Minor changes and simplifications will be made in response to their
suggestions. The questionnaire will be administered using an online form. After the
students finish answering the questionnaires, the data ate retrieved and collected before
proceeding to data analysis. Lastly, after analyzing, the data will be interpreted to arrive at
a significant finding.

Data Analysis
The data gathered and collected are tabulated, analyzed, and interpreted by the
researchers for discussion. The data is analyzed and evaluated using appropriate statistical
tools such as percentage frequency technique, weighted mean, and Likert scale.

Statistical Treatment
The data, which will be gathered from the questionnaire will be subjected to
statistical treatment in order to ensure the reliability of the results. The researchers will use
the following statistical tool:

• Percentage Frequency Technique - To describe the profile of the respondents,

and to tabulate the data gathered, percentage technique was used. The formula is:

Whereas:

P = Percentage

F = Frequency

N = Total number of respondents

• Weighted Mean – To evaluate the remote learning difficulties encountered by
the students on Blended Learning.

The formula is:

WM= TWF/N

Whereas:
WM = weighted Mean
TWF = summation of weighted frequency
N = number of the respondents

• Five-point Likert Scale – The responses to questions in the given variables were
scaled using the “five-point-scale” and given weight as follows:

Rate Interpretation Range

5 Strongly Agree 1.6 - 5.0
4 Agree 3.6 - 4.5

3 Neither Agree nor 2.6 - 3.5

Disagree
2 Disagree 1.6 - 2.5
1 Strongly Disagree 0.6 - 1.5
 REFERENCES
[1]
Aboagye, E. (2020). Transitioning from face-to-face to online instruction in the
COVID-19 era: Challenges of tutors at colleges of education in Ghana. Social
Education Research, 2(1), 9–19. https://doi.org/10.37256/ser.212021545

[2] Agarwal, A. (2020, June 9). Blended learning is the ‘new normal’ and here’s why.
https://www.linkedin.com/pulse/blended-learning-new-normal-heres-why-anant-
agarwal/

[3]
Aristovnik, A., Kerzic, D., Ravselj, D., Tomazevic, N., & Umek, L. (2020). Impacts of
the COVID-19. In Pandemic on life of higher education students: A global
perspective. https://doi.org/10.20944/preprints202008.0246.v2.

[4]
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a
SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia. Pedagogical
Research, 5(4), em0060. https://doi.org/10.29333/pr/7937

[5]
Bhandari P., (2021). Questionnaire Design | Methods, Question Types & Examples
https://www.scribbr.com/methodology/questionnaire/

[6]
Black, E., Ferdig, R., & Thompson, L.A. (2021). K-12 Virtual Schooling, COVID-19,
and Student Success. JAMA Pediatrics, 175(2), 119–120.
doi:10.1001/jamapediatrics.2020.3800.

[7]
Bonk C.J., & Graham, C.R. (2006). The handbook of blendedlearning environments:
Global perspectives, local designs.

[8]
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., … &
Paskevicius, M. (2020). A global outlook to the interruption of education due to
COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal
of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572
[9]
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R.,
Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital
pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. Available
at: https://doi.org/10.37074/jalt.2020.3.1.7.

[10]
Deshpande, S., & Shesh, A. (2021). Blended learning and analysis of factors affecting
the use of ICT in education. In P. Deshpande, A. Abraham, B. Iyer, & K. Ma (Eds.),
Next Generation Information Processing System (Vol. 1162, pp. 311–324). Springer
Singapore. https://doi.org/10.1007/978-981-15-4851-2_33

[11]
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal
of Educational Technology Systems, 49(1), 5–22.
https://doi.org/10.1177/0047239520934018

[12]
Enosh, G., Tzafrir, S. S., & Stolovy, T. (2014). The development of client violence
questionnaire (CVQ). Journal of Mixed Methods Research, 9(3), 273–290.
https://doi.org/10.1177/1558689814525263

[13]
Fairlie, R. (2004). Race and the digital divide. The B.E. Journal of Economic Analysis
& Policy, 3(1). https://doi.org/10.2202/1538-0645.1263.

[14]
Garrison, D. R., & Vaughan, N. D. (2013). Blended learning in higher education, (1st
ed., ). San Francisco: Jossey-Bass Print.

[15]
Greve, H.R. (2020), Learning Theory: The Pandemic Research Challenge. J. Manage.
Stud., 57: 1759-1762. https://doi.org/10.1111/joms.12631

[16]
Hanson, A. R. (2020, December 8). In a Post-COVID World, Will Online Learning
Become the New Normal? https://onlinelearningconsortium.org/in-a-post-covid-
world-will-online-learning-become-the-new-normal/
[17]
Hege, I., Tolks, D., Adler, M., & Härtl, A. (2020). Blended learning: Ten tips on how
to implement it into a curriculum in healthcare education. GMS Journal for Medical
Education, 37(5), 1–12. https://doi.org/10.3205/ZMA001338

[18]
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference
Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review.
Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-
emergency-remoteteaching-and-online-learning

[19]
Jandrić, P. (2020). Postdigital research in the time of COVID-19. Postdigital Science
and Education, 2(2), 233–238. https://doi.org/10.1007/s42438-020-00113-8

[20]
Jones, K.A. and Sharma, R.S. (2019) “An experiment in blended learning: higher
education without lectures?”, International Journal Digital Enterprise Technology,
Vol. 1, №3, pp.241–275.

[21]
Kobb, J. (2020). The New Normal Higher Education in Post-Cv.
http://zibs.intl.zju.edu.cn/eng/wp-content/uploads/2020/04/0417-The-New-Normal-
Higher-Education-in-Post-Cv1.pdf

[22]
König, J., Jäger-Biela, D.J., & Glutsch, N. (2020). Adapting to online teaching during
COVID-19 school closure: Teacher education and teacher competence effects among
early career teachers in Germany. European Journal of Teacher Education, 43(4),
608–622. https://doi.org/10.1080/02619768.2020.1809650

[23]
Li, X. (2020, April 28). Online learning the new normal and a sign of the future.
https://www.shine.cn/education/2004287134/

[24]
Lo, C. M., Han, J., Wong, E. S. W., & Tang, C. C. (2021). Flexible learning with
multicomponent blended learning mode for undergraduate chemistry courses in the
 pandemic of COVID-19. Interactive Technology and Smart Education, ahead-of-
print(ahead-of-print). https://doi.org/10.1108/ITSE-05-2020-0061

[25]
Long, D. (2012). Theories and models of student development. In L. J. Hinchliffe & M.
A. Wong (Eds.), Environments for studentgrowth and development: Librarians and
student affairs in collaboration (pp. 41-55). Chicago: Association of College &
ResearchLibraries.

[26]
Ma, L., & Lee, C. S. (2021). Evaluating the effectiveness of blended learning using the
ARCS model. Journal of Computer Assisted Learning,
112.https://doi.org/10.1111/jcal.12579

[27]
Magsambol, B. (2020). No student left behind? During pandemic, education ‘only for
those who can afford’. Rappler. Available online at
https://rappler.com/newsbreak/in-depth/education-only-for-people-who-can-
afford-coronavirus-pandemic. Date Accessed, 24 June 2020.

[28]
Mailizar, M., Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school
mathematics teachers’ views on e-learning implementation barriers during the
COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics,
Science and Technology Education, 16(7),
19.https://doi.org/10.29333/ejmste/8240

[29]
Male, B. (2020, April 26). Online learning: The ‘new normal’.
https://www.wnypapers.com/news/article/featured/2020/04/26/141219/online-
learning-the-new-normal

[30]
Manuti A, Van der Heijden B,Kruyen P, De Vos A, Zaharie M andLo Presti A (2022)
Editorial: How Normal Is the New Normal? Individualand Organizational
Implications of theCOVID-19 Pandemic.Front. Psychol. 13:931236.doi:
10.3389/fpsyg.2022.93123
[31]
Milman N. (2020). Pandemic pedagogy. Phi Delta, Kappan.
https://kappanonline.org/pandemic-pedagogy-covid-19-online-milman/.

[32]
Montgomery, A. P., Hayward, D. V., Dunn, W., Carbonaro, M., & Amrhein, C. G.
(2015). Blending for student engagement: Lessons learned for MOOCs and beyond.
Australasian Journal of Educational Technology, 31(6), 657–670.

[33]
Mubeen, J. (n.d.). Blended Learning must be part of education’s ‘new normal’.
https://www.whizzeducation.com/news/blended-learning-must-be-part-of-
educations-new-normal/

[34]
Olivier, W. (2020). Education post-COVID-19: Customised blended learning is
urgently needed. The Conversation. https://theconversation.com/education-post-
covid-19-customised-blended-learning-is-urgently-needed-138647

[35]
Owston, R., York, D., & Malhotra, T. (2019). Blended learning in large enrolment
courses: Student perceptions across four different instructional models.
Australasian Journal of Educational Technology, 35(5), 29–45.

[36]
Ożadowicz, A. (2020). Modified blended learning in engineering higher education
during the COVID-19 lockdown—Building automation courses case study.
Education Sciences, 10(10), 1–20. https://doi.org/10.3390/educsci10100292

[37]
Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an
integrated model. Online Learning, 21(3), 166-190. doi: 10.24059/olj.v21i3.1225

[38]
Puri, R. (2020, April 10). Online learning is the new norm.
https://www.highereducationdigest.com/online-learning-is-the-new-norm/
[39]
Rapanta, C., Botturi, L., Goodyear, P. et al. Online University Teaching During and
After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity.
Postdigit Sci Educ 2, 923–945 (2020). https://doi.org/10.1007/s42438-020-00155-y

[40]
Rahiem, M. (2020). The emergency remote learning experience of university students
in Indonesia amidst the COVID-19 crisis. International Journal of Learning,
Teaching and Educational Research, 19, 1–26. https://doi.org/10.26803/ijlter.19.6.1

[41]
Raveendran, H. (2020, August 21). Remote learning is education’s new normal.
https://insights.samsung.com/2020/08/21/remote-leaonline-learning-is-the-new-
norm

[42]
Riley, J., & McNeil, W. C. (2020). Student experiences of emergency remote teaching:
Impacts of instructor practice on student learning, engagement, and well-being.
Journal of Chemical Education, 97(9), 2486–2493.

[43]
Rotas, E., & Cahapay, M. (2020). Difficulties in Remote Learning: Voices of Philippine
University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance
Education, 15(2), 147-158. Retrieved from
http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/504

[44]
Santos, A. P. (2020, October 6). In the Philippines, distance learning reveals the digital
divide. Retrieved from https://eu.boell.org/en/2020/10/06/philippines-distance-
learning-reveals-digital-divide

[45]
Sefriani, R., Sepriana, R., Wijaya, I., Radyuli, P., & Menrisal, M. (2021). Blended
learning with Edmodo: The effectiveness of statistical learning during the COVID-
19 pandemic. International Journal of Evaluation and Research in Education
(IJERE), 10(1), 293299. https://doi.org/10.11591/ijere.v10i1.20826
[46]
Shank, P. (2020). (The Right) Learning Modalities to Deliver Digital Learning:
Part 4. Available online at: https://elearningindustry.com/create-synchronous-
learning-digital-modalities-part-4. Date Accessed, 28 July 2020.

[47]
Sintema, E. J. (2020b). E-Learning and Smart Revision Portal for Zambian primary and
secondary school learners: A digitalized virtual classroom in the COVID-19 era and
beyond. Aquademia, 4(2), ep20017. https://doi.org/10.29333/aquademia/8253

[48]
United Nations (UN), “Policy Brief: Education during COVID-19 and beyond,” 2020.
[Online].Available:https://www.un.org/development/desa/dspd/wpcontent/uploads/
sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf.

[49]
Van Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty:
A social crisis in the making. The Lancet Public Health, 5(5), e243–e244.
https://doi.org/10.1016/S2468-2667(20)300840

[50]
Weitzel, A. (2020, August 17). Why blended learning is the new normal.
https://coursekey.com/blended-learning-is-the-new-normal/

[51]
Wildemeersch, D. (1991). Vorming in het tijdperk van nieuwe media (Education in
Times of New Media). Pedagogisch Tijdschrift, 16(3), 193-203.

[52]
Xiao, J. (2021). From Equality to Equity to Justice: Should Online Education Be the
New Normal in Education?. In A. Bozkurt. (Ed.), Handbook of Research on
Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and
Pandemic Pedagogy (pp. 1-15). IGI Global. http://doi:10.4018/978-1-7998-7275-
7.ch001

[53]
Yan, J. (2020, July 8). Online education normalization will be the trend in the post-
pandemic age. http://coaledu.cn/cinfocontent.phaquademia