Factors Affecting the Implementation of Blended Learning Modality
Remia S. Cartagena
Education and Training Center School-I
DOI: https://doi.org/10.56738/issn29603986.geo2024.5.67
Abstract
Blended learning is relatively new in public schools in the Philippines, yet its increasing demand highlights notable challenges hindering effective teaching and learning. In this context, this study aims to assess the factors influencing the implementation of blended learning at medium-sized School Division within a highly urbanized city in Central Philippines, during the School Year 2022-2023. Employing descriptive and quantitative research methods, a 30-item survey questionnaire was administered to ninety-six (96) teachers. Findings reveal low factors affecting the implementation of blended learning in teaching-learning resources and ICT skills. In contrast, moderate levels were observed in stakeholders’ support, interpersonal communication skills, and self-management skills. Furthermore, significant differences were noted in the level of ICT skills based on educational attainment and teaching experience. These results offer insights for enhancing current policies and guidelines for blended learning implementation.
Keywords: Elementary education, empirical-based approach, blended learning modalities, Bacolod City, Philippines
Bio-profile:
Remia S. Cartagena is currently a Teacher III at Education and Training Center School – I. She holds a Bachelor’s degree in Elementary Education from the University of Negros Occidental Recoletos and a Master of Education in Administration and Supervision from STI-WNU
Full Paper