Liceo de Cagayan University Senior High School - RNP Campus 1

Chapter 1

THE PROBLEM

Introduction

The difficulties leaders encounter as they attempt to enhance education is both challenging

and necessary. Especially that blended-learning modality is our new way of acquiring

knowledge with flexibility. With that, every day, leaders must ensure that the school runs

smoothly during blended learning. A vital part of school success is leadership learning. The

growth of leaders requires a wide range of abilities and capabilities. The capacity to persuade

and direct followers or participants in an institution, community, or team is known as

leadership. It's a quality that anyone, including those without leadership roles, can have or

acquire. It's a skill that may be developed and enhanced through time (Pratt, 2023). The main

issues were a contradiction between leadership responsibilities and academic goals, a lack of

cooperation among student leaders, and students' lack of knowledge of university rules and

regulations.

Being a leader is not as easy as it looks and a very difficult task. Conventional contingency

accounts of leadership suggest that accurate accounts of the context are a critical element of

the decision-making apparatus but such accounts appear incapable of explaining the decisions

of those engaged (Grint, 2005). As a leader, they have to make sure that their choices are well-

thought as they bring the whole team with them -- and if they'd fail to do so, the choices may

lead to downfall of their team.

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A leader has qualities to have. Being a leader means you have to be a good listener and a

good adviser to your team. Leadership has traditionally been seen as a distinctly interpersonal

phenomenon demonstrated in the interactions between leaders and subordinates (Mumford,

Zaccaro, Harding, et al., 2001). Moreover, in the twenty‐first century with flatter hierarchies

and less variance in knowledge, power and resources, perhaps “leadership” should be defined

by one's ability to respond to empowered situations with self‐leadership, as opposed to the

traditional characterizations, which were derived from and are rooted in a more hierarchical

view of work and organization (Carson & King, 2005). Leadership is essential especially now

that we are embracing the flexibility of learning. Now that we have blended learning, leadership

needs to be further develop. A leader carries out strategic management as an effort to fortify

himself so that educational activities can still be carried out and the quality of education can

increase (Fatimah & Syahrani, 2022).

Students that participate in leadership development programs improve their relationships

and collaborative abilities, build toughness, grow more adaptive, and get ready for an

environment where being quick-thinking and creative will be demanded of them. Numerous

individual, contextual, and curricular variables improve students' academic performance and

personal growth in educational settings (Burkman, Tate, Snyder, et al., 1981). There are

students who live outside of cities and solely focus on living their lives, rather than studying

and going after the careers they deserve. The main finding is that combined learning is

compatible with the principles of traditional educational institutions and has the demonstrated
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possible for bettering the efficacy and productivity of valuable educational experiences.

Students' level of involvement in academically meaningful activities constitutes a few of the

crucial elements for their development as individuals and for their education (Kuh, 2001).

The efficacy of student leaders may be harmed by issues including conflicts involving

educational objectives and the duties of leadership, the absence of cooperation among student

leaders, students' lack of comprehension of school rules, and error communication, to name a

couple of them. Every student is passionate about their work and has loftier aspirations.

However, not every student in the Philippines has the good fortune to pursue and realize their

aspirations. Poor participation in learning endeavors is seen to be the primary cause of students'

discontent, unfavorable experiences, and absence from school (Greenwood, Horton, & Utley,

2002). Meaningful tasks constitute a key component of student learning and development in

both traditional and technological settings, and they improve a student's educational

environment (Astin, 1993).

Administrative and leadership problems are dealt with and the broad strokes of a course

of action for establishing the methods of blended learning are somewhat offered. They will

consider alternative strategies and ideas in order to make the school firm and successful because

leading in blended learning is new and difficult for them. Class presidents have a long list of

roles and responsibilities in the class and on their teachers. One of their responsibilities is to

maintain order as the leader of the class. Student leadership in classroom management can take
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the form of peer-to-peer education, group work, and student involvement in instruction and

administration (Lumanao, Reyna, et. al., 2017). Leaders interacting with members is one of the

ways that they will cooperate and do things that you asked them to do and being with them is

also a way in making sure that they understand the tasked that is given to them. Moreover, class

leaders have many responsibilities that they need to carry out to their group or classmates and

the class also needs to cooperate with them. A variety of leadership styles, seek to identify the

direct/indirect influences of school leadership on learning, look at leadership and teacher

efficacy traits that impact learning and consider school leadership traits that lead to student

achievement (Rautiola J.D, 2009). Leaders also appeal to their members for being influential

in studying and being academically engaging with each other. Various researchers noted that

there is a great influence of student leadership in the academic performance of the student’s

behavior and intellectual capacity because of the experiences (Lumanao, Reyna, et. al., 2017).

Still leadership can be an exclusive characteristic and developing leaders to their full potential

remains one of the greatest challenges for organizations today (Ken Blanchard, n.d.).

Leaders are one of the important factors in being in a group because they give us

instructions about what to do and to work on in the group. Blended Learning for leadership

must go beyond coursework to engage leaders in the domains of developmental relationships

and challenging assignments, which research shows is critical for leader development (Rabin.

2014). The circumstance we are in calls for leadership in blended learning. When using a

blended learning approach, the participants only meet virtually, rather than in person, to discuss
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some pressing issues. Some of which of these struggles are: (1) when some students would

rather choose to remain silent than contribute any ideas they may have for improving the

group's work. (2) Not participating in their group such as ignoring their leader and members

when they are called to participate. And (3) expecting their leaders will do everything for them

and will still be included in the group.This study will give a detailed perception and lived

experience of class presidents in dealing with their leadership role in a mixed learning

environment, which will help students know how to cope with the issue. Moreover, there seem

to be a lacking study of the lived experiences of class presidents' experiences in terms of dealing

and managing both of their roles and responsibilities in blended-learning modality.

This study will give a detailed perception and lived experience of class presidents in

dealing with their leadership role in a mixed learning environment, which will help students

know how to cope with the issue. Moreover, there seem to be a lacking study of the lived

experiences of class presidents' experiences in terms of dealing and managing both of their

roles and responsibilities in blended-learning modality.

Conceptual Framework

A thorough investigation was done by the researcher to determine how class presidents

handle their leadership duties in blended-learning modality. The phenomenological method of

qualitative research would be the best course of action to take in order to solve this issue. It

will be possible to communicate the essence of the experience and make the matter of concern
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more personal by creating a textual description of the participants’ experiences (what they

experienced) and a structural description of their experiences (how they experienced it in terms

of the conditions, situations, or context).

(1) Comprehensive descriptions of experiences with the phenomenon. Participants

will offer a complete and detailed summary of their own personal experiences. In

addition, while conducting the inquiry, the researchers will notice and maintain a

feeling of "epoche" or "bracketing, in which they will set aside their prior experiences

in order to approach the topic under study with a new viewpoint (Moustakas, 1994).

As Sanders (1982) seeks to explain, in order to address the data in its purest form,

researchers isolate the surrounding environment and any presumptions. This is

considered as the most important aspect of phenomenological reduction, in which real

phenomena are separated from what is previously known about the event. Adherents

consider the idea of "epoche" or "bracketing" as a tenet of data analysis in a similar

manner. It relates to "avoidance" (Moustakas, 1994) and freedom from presumptions

(Husserl, 1931). To preventbias in the conceptualization of

meaningful meaning and essence, the researchers will suppress their prior concepts

and prejudices and postpone their subjective viewpoints on the issue under

investigation (Creswell, 2006). As “epoche” pushes the researcher to return to the

origin of the data, the researcher’s own interpretation of the phenomena will be

disregarded and unacknowledged.

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(2) Horizontalization. Important sentences ought to be horizontalized or listed. In order

to highlight "significant statements," words, or quotes that shed light on how the

participants understood the phenomenon, interview transcriptions are filtered through

a technique called horizontalization. (Moustakas, 1994). As a starting point for

comprehending the phenomenon, "create a list of significant remarks." (Creswell,

2013). Every significant statement is initially viewed as having equal value; therefore,

the subsequent phase deletes statements that are irrelevant to the topic as well as those

that are repetitive or overlapped. It is also known as "the process of identifying

verbatim parts of the transcribed interviews that explain the phenomenon." The final

sentences are the vistas or meanings of the text. (Moustakas, 1994).

(3) Clustering significant statements into meaning units or themes. The main basis

for determining the topics was the noteworthy statements made by the participants.

(Creswell, 2013; Moustakas, 1994). According to Cordes (2014), themes are words

or phrases that appear often throughout data sets. Comparable themes among the

participants will be found through a number of readings, and these similar themes will

be classified to assist describe the phenomena. (Cordes, 2014). For each

participant in the study, the invariant horizons, or meaning units, will be merged to

form fundamental themes (Eddles-Hirsch, 2015).

(4) Textural Description. The explanation of what the participants went through is then

written using these key phrases and themes. (Creswell, 2013). This is known as the

"textual description" of the research participants' experiences, and written accounts of

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what happened to the study participants must use verbatim instances, according to

Creswell (2013). The researcher used specific passages from the verbatim transcripts

in this instance to fully comprehend, characterize, and define the phenomena. The use

of the participant's own words in this stage was suggested by Moustakas (1994) in

order to convey their particular interpretations of the phenomenon under inquiry.

Second, to create a composite textual description of the phenomenon under inquiry,

individual textual descriptions were examined and combined into one group

description. (Moustakas, 1994).

(5) Structural Description. In essence, Creswell refers to writing the "how" description

as "structural description." (2013). A written explanation of the setting or atmosphere

that affected how participants experienced the phenomenon is known as the structural

description or imaginative description. (Creswell, 2013). It proposes meaning from

the "underlying and precipitating factors that account for what is being perceived" by

the participants (Moustakas, 1994) and answers the question,

"How did the experience of the phenomenon come to be what it is?" (Moustakas,

1994). The interpretations are derived from why and how participants encountered the

idea under investigatio (Chennamsetti, 2010). (Chennamsetti, 2010).

(6) A composite description of essences. The researcher then creates a composite

description based on the structural and textual descriptions that captures the "essence"

of the phenomenon. The common experiences of the people are primarily the subject

of this paragraph. Textual and structural descriptions are both included in

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the composite textual description of the phenomena. The last part of

phenomenological investigation, according to Creswell (2013), "is this passage, which is the

"essence" of the experience." This description turns into the central, invariant structure of the

ultimate "essence," encapsulating the importance of the experience. (Moustakas, 1994).

As a result, a graphic presentation was given to show how this study investigation was

carried out using a phenomenological lens.

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Objective/s of the Study

The overall purpose of the phenomenological study is to provide detail descriptions of

the lived experiences of the student class presidents of Liceo de Cagayan University and

identify how they deal with their leadership role and responsibilities in blended-learning

modality.
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Scope and Delimitations of the Study

This study will focus mainly on the description of the lived experiences of the Senior

High School class presidents of Liceo de Cagayan University and to identify how they deal

with their leadership roles and responsibilities in blended-learning modality. Thus, it will only

be limited only to the senior high school class presidents who holds a leadership role of Liceo

de Cagayan University as they qualify as the participants of the study.

Significance of the Study

The outcomes of the study may be beneficial to the following sectors:

Parents. This study explores how blended learning has affected students' leadership in

real-world situations. Parents are one of the people who observe their child's struggle and

triumphs during the school year, and they would comprehend why their child receives poor nor

higher grades, and may guide their role and responsibilities in school. They would gain from

better understanding their child through their own experiences and motivations.

Teachers. By providing them with the greatest guidance possible, the teachers in this

study hope to better appreciate their students' viewpoints on leadership in blended learning. It

might boost learners' educational outcomes, leadership capabilities, and educational mindsets

while increasing student engagement, approaches for encouraging pupils to become better

throughout blended learning. It would benefit them to be an excellent instructor to its learners.
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The Future Researchers. The findings of this study will convey to the students, parents,

and others about, the other side of being a leader. The data and information from this study are

to gain knowledge about the experiences of the student leaders and class presidents.

The Students of the School. This phenomenological study revolved around the

students. The study is about the leadership of the class presidents in the said School and to

determine the experiences that they have encounter. The findings of this study will know the

struggle of the students who are a leader or class presidents in the class.

Definition of Terms

To have a thorough understanding of the key concepts illustrated in the study, the following

definitions were discussed conceptually:

Blended learning. In this study, this term refers to the modality of education. This term

also represents the setting of the study. The term blended learning is being used with increased

frequency in both academic and corporate circles. (Graham, 2006)

Lived experiences. In this study, it refers to the knowledge and data that came from the

respondents’ personal experiences. By lived experience, we specifically refer to human

activities and experiences that are immediate, situated, performed/experienced daily (Mapp,

2008).

Epoché. In this paper, the researchers use it as a standard. This term refers to the process

of blocking any judgment from the respondents’ answers. The definition of the term is that it
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refers to researchers putting their past experiences aside to the greatest extent feasible in order

to approach the topic being studied from a new angle. (Creswell, 2013).

Leadership. In this study, this phrase describes as the capacity of a person or group of

people to persuade and direct members of a group, organization, community, or team (Pratt,

2023)
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents interrelated literature and studies which have a direct bearing on the

present study. The related texts and undertakings provided a broader understanding and wider

array of related research to examine and give relevance to the current study being conducted.

Foreign Literature and Studies

Leadership

In order to aid class officers in maintaining peace and harmony, this study sought to

uncover the difficulties they have when putting strategies or rules and regulations into practice

inside the classroom. The capacity to influence and direct followers or members of a group,

organization, community, or team is known as leadership. A person’s title, seniority, or

position in a hierarchy are frequent indicators of their leadership ability. However, anyone can

possess or acquire it, including those without positions of leadership. It’s a skill that may be

developed and enhanced through time. Leaders are viewed as individuals who can make wise,

occasionally challenging judgments. They clearly define the vision, set attainable objectives,

and give followers the information and resources they need to carry it out. Self-assurance, good

management and communication abilities, creative and original thinking, perseverance,

willingness to take calculated risks, openness to change, composure under pressure, and crisis-

ready behavior are all traits of an effective leader (Barney & Pratt, 2023).
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A study conducted by Southern Cross University (2019) states that effective school

leaders use their managerial abilities and educational knowledge to concentrate their efforts on

raising the standard of educational outcomes. Keeping up with the newest trends and

innovations in education is one aspect of this. As leaders interact with students, staff, parents,

and other external communities to gather ongoing feedback and identify chances for

innovation, it also calls for outstanding interpersonal skills. School administrators must have a

firm grasp of operational best practices and the ability to foster ongoing improvement.

A different study examined the capabilities and routines of classroom leaders. The

study’s goals were to pinpoint student leadership competencies in order to create leadership

programs and to ascertain how those competencies were applied in the classroom. By using

improved teaching techniques in leadership programs, the study’s findings will help students

and the school fill in a leader’s weaknesses and help him or her grow even more. The

researchers have compiled all of the various viewpoints and methods employed by all student

leaders over the years. Based on the study’s findings, researchers concluded that student

leadership has a significant impact on classroom management in terms of the following

variables: (1) Decision-making, which requires them to be sufficiently decisive to come up

with a workable solution to the issue. They are also expected to work cooperatively with their

fellow officers and the adviser. Lack of interpersonal skills is a major barrier to leadership in

terms of (2) Communication, according to the study. These skills enable leaders to forge

positive relationships with their coworkers and subordinates. In terms of (3) Behavior, leaders

are required to set an example and be the first ones to abide by the school’s policies.
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Dependability and consistency set the standard for excellent academic performance. Finally,

when implementing the (4) Disciplinary Action, they must take into consideration the student’s

capacities in executing the punishment, be aware of their limitations, and act with knowledge

(Villaver, Natural, Pangantihon, et al., 2019).

In addition, a different study offers an evaluation of the Leadership in Blended Learning

(LBL) curriculum using a mixed-methods case study design. The LBL program combines

blended methods, such as online and face-to-face instruction, to get school administrators

ready to introduce blended learning programs at their institutions. According to this study, the

program’s designers successfully incorporated all four blended learning approaches into the

curriculum. Additionally, according to the evaluation’s findings, the Leadership in Blended

Learning program enhanced participants’ abilities to successfully oversee blended learning

programs in their institution, district, or company. Participants noted that sessions were

particularly helpful in deepening their understanding of traditional vs. new instructional

models, leadership roles and responsibilities, planning for and using technology to support

professional learning, definitions, models, and key planning components of blended learning.

In conclusion, the results indicate that LBL was largely successful in assisting educators to

apply their learning within the contexts of their professions (Acree, Gibson, Mangum, et al.,

2017).
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Blended Learning

A combination of In-person and online training sessions is how blended learning is

frequently defined. However, blended learning for leadership must go beyond coursework to

involve leaders in the areas of demanding assignments and developing relationships, which is

essential for leader growth, according to a study (Rabin, 2014).

Reading, writing, and memorization of information are no longer the exclusive

components of education. The quick uptake of blended learning models and technology-

assisted teaching techniques shows that inventive educators are currently boosting learning

through technology in both higher education and business learning & development. Blended

learning, sometimes referred to as mixed learning, is a teaching strategy that combines digital

media and technology with traditional instructor-led classroom activities to provide students

greater freedom to tailor their educational experiences. The strength of blended learning

approaches resides in their capacity to enhance the learning environment for students.

According to studies, “blended learning” improves learning, increases engagement, and

lowers failure rates. In order to allow students to learn at their own speed, blended learning

combines the finest features of in-person instruction and online learning. In a blended learning

course, for instance, a student who understands a topic earlier than his friends can continue

without having to wait, and vice versa, a student who needs more time is not compelled to
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continue without fully understanding the subject. It is demonstrated to be a scalable learning

paradigm that merely functions for a variety of student populations (Mazaudier, 2019).

According to another study, the purpose of the phenomenological qualitative research

was to examine the viewpoints of school administrators who had helped teachers transition by

implementing and maintaining blended learning in middle and high school settings in New

York State. Bridges’ (2016) transition theory served as the study’s guiding theory. This study

examined the experiences and viewpoints of school leaders regarding the effects of blended

learning on teaching and learning, the extent to which Bridges’ theory of transition applies to

teachers’ transition processes, and the leadership practices that are thought to have a positive

impact on teachers’ shifts to blended learning. According to the study’s findings, blended

learning encourages personalized teaching and learning as well as an improved instructional

design that addresses competencies for a 21st-century environment. Additionally, it was

discovered that Bridges’ (2016) transition theory, to a large extent, matched the experiences of

instructors as they transitioned to using blended learning. This further validates the sense of

loss that teachers had as they used this special approach. Additionally, flexible leadership

styles, linked to technology leadership, and persuasive leadership styles, linked to

transformative leadership, were seen as having a favorable influence on changes in teacher

practice toward blended learning from the standpoint of school leaders (Goffredo-Englehart,

2020).
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Moreover, e-learning is currently an occurrence that is growing daily, and blended

learning is one of the methods used to put this idea into practice. In this study, the notion of

blended learning is presented from a variety of angles, including the holistic perspective, the

educational perspective, the pragmatic perspective, the corporate training perspective, and the

Chief Learning Officer (CLO) perspective. It also discusses the many blended learning

approaches. This article also discusses the synchronous and asynchronous instructional

methods used in blended learning, which will aid readers in choosing the most effective

teaching strategy. In addition, the paper describes the aspects of the blended learning strategy,

including the mixing of organized and unstructured learning as well as offline and online

learning, self-paced and live blending, and collaborative learning. This essay also discusses the

applications of this technique as well as the difficulties it encounters in terms of technical

difficulties, organizational difficulties, and problems with instructional design. The blend

learning process is then explained in terms of its many benefits. In this research, factors that

support effective blended learning are also discussed (Kaur, 2013).

Local Literature and Studies

Leadership

Future leaders will be among today’s youth. It is claimed that leaders are the lifeblood

of a company of any kind. Nowadays, educators mold and develop students to be adaptable

and flexible in overcoming the difficulties of life. Not only will this encourage pupils’

responsiveness, but primarily as a means of preparing for their societal roles in the future.
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Millennials as a group will assume responsibility for the nation’s continued development

and advancement. The provision of chances that can foster the development of leadership

abilities and potential is one way that youth development programs help to create positive

outcomes (Lualhati, 2019).

In the learning context, one of the main objectives of every academic institution

is thought to be the development of student leadership. This is so that students can grow and

enhance their potential for leadership on the campuses of colleges and universities. Higher

education institutions (HEIs) have developed a variety of leadership development initiatives to

implant and spread the potential of student leaders through student councils in universities and

colleges. There is a perceived unanimity in the agenda: to provide forums for discussing,

educating, and, hopefully, changing how leaders serve their clients. While the roles of student

councils in developing or molding the minds of the students may vary across HEIs, there is a

perceived unison in the roles they play (Labor, 2017).

The cornerstone of any organization is leadership, and it is evident in all facets of

human effort, including politics, business, academia, social work, etc. Effective leadership

abilities can gauge or predict the total performance of the entire organization. The group’s

leaders are responsible for both the group’s successes and failures, and it is they who will decide

if previous actions or events should be continued for the good of the entire organization. Thus,
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in order to satisfy the demands of highly competitive groups, firms must continuously improve

their performance (Nartea, 2016).

Students in a classroom require a manager of all and a leader they can look up to.

Both the act of leading and the quality of lead contribute to the unity of our Republic. The

foundation of our country is the idea that its people shall be its rulers. Peer-to-peer learning,

group projects, and student involvement in instruction and administration are all examples of

ways that students can take the lead in managing their classrooms (Lumanao, Reyna, Bacaro,

et al., 2017).

Leadership in the school, discipline in the classroom, and the way instruction is

delivered all affect student development. The initial and ongoing professional development of

teachers is necessary to have a good impact on student learning. The delivery of education,

which has shifted from having higher expectations to being held more accountable for

academic achievement, depends heavily on school leadership (Manangan, 2022).

Moreover, a university’s main purpose is to educate students intellectually as well as

holistically. When students are exposed to high-quality instruction that is supported in a

positive learning environment, learning happens effectively. Future professionals and leaders

of the community, organizations, and nation train in the academic world. Thus, it is crucial that

the institution give the students a rich campus experience by exposing them to numerous
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programs, services, and activities made to explore, enhance, and deepen their entire potential

for personal growth, leadership, and social responsibility (Obrero, 2013).

The success or failure of an organization is significantly influenced by the style

of leadership that is demonstrated in educational organizations. Behavior is defined as the

actions and statements a person makes in order to accomplish a goal. Different stimuli have an

impact on human behavior. In a company, a leader’s effectiveness often determines both the

team’s performance and the success of individual careers. Strong relationships between leaders

and followers are a key component of good or effective leadership. This study was concerned

with the relationship between leadership conduct or style and academic production and

institutional board performance (Balbuena, Perez, Irudayaselvam, et al., 2020).

Not only that, another study focuses on how student leaders from various

higher education institutions (HEIs) in the Philippines see holistic development and wellness

in light of their own experiences and viewpoints. The creation of programs and policies that

support students’ growth in many ways is one of HEIs’ key responsibilities in guaranteeing the

holistic development and well-being of their students, as highlighted in the literature. Members

of the community, including officials, instructors, and even students, share in this obligation.

It is considered that student leaders, particularly the engaged ones, are crucial in directing the

implementation of initiatives and initiatives supporting holistic development and wellness.

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Given this, it is imperative that they comprehend the significance of the two ideas. Moreover,

to their part in making sure that this infiltrate student life (Loyola, 2022).

Blended Learning

Globalization and technological change put pressure on school administrators to

develop a workforce that could meet international standards and who is flexible and able to

adapt creatively and independently to different under varying conditions in the changing world.

This study was done to evaluate the transformational leadership behavior skills of presidents

and vice presidents of state-owned universities and colleges in Region III. Leaders who could

inspire, encourage, and help others establish and realize a vision. Building excellent institutions

is a challenge for these leaders because it requires inspiring everyone in the organization to

care passionately, obsessively, and thirstily for excellence (Manansala, 2015).

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Chapter 3

METHODS

This chapter presents the research design, participants of the study, instrumentation,

data gathering procedure, and interview protocol.

Research Design

This study uses the philosophical assumptions of Creswell (2013) from the

“transcendental” phenomenology of Moustakas (1994). This methodological approach,

according to Creswell, is the most viable method to deeply analyze an individual’s life

experiences in a way that clearly defines each of their core essences. Transcendental

phenomenology, in particular, has regarded the phenomena as “invisible,” “in which everything

is perceived as if for the first time” (Moustakas, 1994), indicating that the phenomenon shall

be dealt with as new as possible. Additionally, this study accepted “epoche,” phenomenology’s

technique for suspending any judgments about what is real—the “natural attitude” and

“bracketing,” in which investigators set aside their experiences to adopt a fresh (Creswell,

2013; & Moustakas, 1994). With this approach, it will be impossible for the researchers to gain

access to the participants’ complex experiences and infer their meaning and core. The main

research conclusions will not accept the researcher’s own claims; instead, they’ll be based

completely on the participants’ stories, notes, and experiences.

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Research Setting

The research will be conducted at Liceo de Cagayan University in Cagayan de Oro City,

Philippines. The university was chosen by the researchers purely on the grounds that they

believe its student population corresponds to their standards for the study and has the necessary

qualifications. Also, for the researchers’ security and accessibility.

Sampling Procedure

Purposive sampling is the method that the study will be using to choose the participants. Based

on their positions and relevance to the researcher's study, the volunteers were carefully chosen

by the researcher. The participants were chosen based on the following standards: 1. They are

class presidents of Liceo de Cagayan University; 2. Students in their senior year of high school.

Participants of the Study

Participant 1. Participant 1 is a nineteen-year-old (19) respondent and a Grade 12-

HUMSS class president at Liceo de Cagayan University-RNP Campus.

Participant 2. Participant 2 is a nineteen-year-old (19) student at Liceo de Cagayan

University - RNP Campus and an active class president of the Grade 12- HUMSS strand.

Participant 3. The third participant is a sixteen years old (16) respondent and a Grade

11- ABM class president who is currently studying at Liceo de Cagayan University - Main

Campus.
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Participant 4. Participant 4 is seventeen years of age (17) and is currently studying at

Liceo de Cagayan University-RNP Campus. She is an active class president of Grade 11- HUMSS

strand.

Participant 5. The fifth participant is an eighteen-year-old (18) student and is the Class

President of the Grade 12 ABM strand, she is currently studying at Liceo de Cagayan

University-Main Campus.

Participant 6. The sixth participant is an eighteen-year-old (18) student who is

currently staying at Liceo de Cagayan University-RNP Campus. She is an active class president

in one of the Grade 12- HUMSS sections.

Participant 7. Participant 7 is eighteen years of age (18) and is an active class president

of the Grade 12 HUMSS strand. He is currently attending Liceo de Cagayan University-RNP

Campus.

Participant 8. The eighth (8th) participant is eighteen years old (18) and is a student of

Liceo de Cagayan University-Main Campus. He is an active class president of Grade 12- ICT

strand.

Participant 9. The ninth(9th) participant is a nineteen-year-old student at Liceo de

Cagayan University- RNP Campus, she is an active class president of the Grade 12- STEM

strand.
Liceo de Cagayan University Senior High School - RNP Campus 27

Participant 10. Participant 10 is eighteen years old and is a student at Liceo de Cagayan

University. She is an active class president of Grade 12- HUMSS strand.

Research Instruments

The semi-structured interview will be utilized to collect data in order to examine the

phenomenon in further detail and each participant’s particular experiences. The panel members

will accurately confirm and authorize interview queries before they are used, allowing for the

best possible data gathering using the interview instrument. The panelists’ oversights and

suggestions will be implemented after the interview guide has been completed. During the

formal interview with the participants, the following questions will be answered.

The semi-structured interview is use to collect the data or information from the

participants. The interview is composed of three (3) divisions. To start, the first division will

emphasize on the participant’s behavior toward the blended setting, and their experience both

in an online and face-to-face setting. The next is the experiences of the participants about the

pressure and expectations of others of them as a leader and role models to the class. Lastly,

how do they cope with the social pressures and struggles that they have being a leader or a

class president.
Liceo de Cagayan University Senior High School - RNP Campus 28

Trustworthiness

In trustworthiness, political scientist Russell Hardin addresses the standard theories of

trust and articulates his own new and compelling idea: that much of what we call trust can be

best described as “encapsulated interest” (Hardin, 2002).

To ensure the credibility of the study, researchers made sure that Epoché is properly

followed and observed which means that the researchers set aside their judgement and

assumptions in the whole duration of the study.

Data Gathering Procedure and Ethical Considerations

The researcher will ask the respondents for a letter of consent prior to collecting data.

Following their consent, the respondents received assurances about the confidentiality of their

identities and responses. The respondents are knowledgeable of the voluntariness of their

participation. At any time, without pressure or concern for reprisals, participants are allowed

to withdraw from any ongoing data collection or intervention program.

Data Analysis Procedure

Adopting qualitative research with the phenomenological method would be the best

course of action for the study. It will be possible to communicate the essence of the experience

and make the matter of concern more personal by creating a textual description of the

participants' experiences (what they experienced) and a structural description of their experiences

(how they experienced it in terms of the conditions, situations, or context).

Liceo de Cagayan University Senior High School - RNP Campus 29

Therefore, using Moustakas' Stevick-Colaizzi-Keen technique and Creswell's (2013)

condensed iteration of it, this article applied Creswell's (2013) phenomenological idea to the

data analysis. (1994). For organizing and representing the data, Creswell (2013) provided a list

of six (6) processes. To wit:

Comprehensive descriptions of experiences with the phenomenon.

Participants will offer a complete and detailed summary of their own personal

experiences. In addition, while conducting the inquiry, the researchers will notice and maintain

a feeling of "epoche" or "bracketing, in which they will set aside their prior experiences in order

to approach the topic under study with a new viewpoint (Moustakas, 1994). As Sanders (1982)

seeks to explain, in order to address the data in its purest form, researchers isolate the

surrounding environment and any presumptions.

Clustering significant statements into meaning units or themes.

The main basis for determining the topics was the noteworthy statements made by the

participants. (Creswell, 2013; Moustakas, 1994). According to Cordes (2014), themes are

words or phrases that appear often throughout data sets. Comparable themes among the

participants will be found through a number of readings, and these similar themes will be

classified to assist describe the phenomena. (Cordes, 2014).

Liceo de Cagayan University Senior High School - RNP Campus 30

Textural Description

The explanation of what the participants went through is then written using these key

phrases and themes. (Creswell, 2013). This is known as the "textual description" of the research

participants' experiences, and written accounts of what happened to the study participants must

use verbatim instances, according to Creswell (2013).

Structural Description

The structural description, often referred to as the imaginative description, is a textual

explanation of the setting or context that affected how participants understood the phenomenon.

(Creswell, 2013). It seeks to provide an explanation for "How did the experience of the

phenomenon come to be what it is." (Moustakas, 1994).

A composite description of essences

The researcher then creates a composite description based on the structural and textual

descriptions that captures the “essence” of the phenomenon. The common experiences of the

people are primarily the subject of this paragraph. Textual and structural descriptions are both

included in the composite textual description of the phenomena.

Researcher’s Lens

The researchers are Grade 12 Senior High School students of Liceo de Cagayan -- RNP

campus. They are currently enrolled under the academic track, Humanities and Social Sciences

which is a strand that revolves and focuses around language, literature, arts, and philosophy
Liceo de Cagayan University Senior High School - RNP Campus 31

(for humanities); and economics, psychology, and history (for social sciences). In the

meantime, they are in their final (4th) quarter of second semester and are to fulfill the remaining

quarter to qualify as graduates.

The researchers believe that it is important to identify and understand the leadership roles

and responsibilities of classroom presidents. They sought to know how these senior high school

classroom presidents deal with their leadership duties and obligations; and determine how they

manage it in a blended-learning modality.

Liceo de Cagayan University Senior High School - RNP Campus 32

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Liceo de Cagayan University Senior High School - RNP Campus 36

Interview Guide Questions

1. How do you handle, as a class president, the responsibility of having to manage a

whole class and applying your leadership roles in a blended-learning modality?

(Giunsa nimo pagdumala, isip presidente sa klase, ang responsibilidad sa

pagdumala sa tibuok klase ug paggamit sa imong mga tahas sa pagpangulo sa usa

ka blended-learning modality?)

2. How is your experience as a class president in a mixed learning environment?

(Unsa man ang imong experience isip presidente sa klase sa sagol nga learning

environment?)

3. What are the factors that makes it hard to be one of the role model in the classroom?

(Unsa ang mga hinungdan nga nagpalisud nga mahimong usa sa mga modelo sa

klase?)

4. What surfacing attitude have you noticed with yourself during this kind of mode

of learning?

(Unsa nga kinaiya ang imong namatikdan sa imong kaugalingon niining matang sa

paagi sa pagkat-nga?)