Abstract

Blended learning, an educational approach combining traditional face-to-face instruction with online
learning components, has gained prominence in addressing various educational challenges. From the
literature, there were many obstacles recorded regarding the Blended Learning implementation such as
the students, educators, and system factors. Few factors such as poor time management, diversity of
students' backgrounds or socio-economic background and learning styles which may affect their
participation in blended learning. The purpose of this study is to investigate the relationship between
time management, socio-economic background, and learning style in the context of blended learning. By
investigating these three factors, the aim is to understand how they interact and influence student
success in the blended learning environment.

The researches employed a descriptive-correlational research design. Instruments underwent validity

and reliability tests, and expert evaluation and pilot testing addressed any potential issues. This rigorous
process ensured the credibility and robustness of the study, contributing valuable insights to the field.

Findings indicate that time management, socio-economic background, and learning styles were found to
be agreeable. This suggested that there was a significant relationship or correlation between these
factors.

Based on the study findings, recommendations include understanding factors like time management,
finances, and learning styles is crucial for BTLED-HE students in optimizing their blended learning
experience. The College of Science and Technology of Education should develop long-term initiatives for
blended learning, including support, conducive study environments, and access to technology.
Continuous monitoring and evaluation are essential for adapting to changing trends. Parents should
collaborate with educators to monitor and encourage active participation of students in blended
learning, fostering theoretical knowledge and practical skills. Future research should include survey
questions for BTLED-HE students to gather recommendations for improving time management, socio-
economic backgrounds, and learning styles in blended learning. Additionally, qualitative research can
provide deeper insights into student needs and perspectives.