International Journal of Multidisciplinary Research and Growth Evaluation www.allmultidisciplinaryjournal.

com

Opportunities and challenges of bachelor of elementary education students in blended

learning
Angel Cabataña 1*, Imee Caño 2, Kristhia Marie Gelaga 3, Amiella Maureen Paradero 4, Honeylyn Ugsang 5, Angelito
Cabanilla Jr. 6
1-6
Cebu Normal University, Philippines

* Corresponding Author: Angel Cabataña

Article Info Abstract

The challenges and struggles in transitioning the teaching and learning methods were
evident to learners, leading to different factors that affected students' performances.
ISSN (online): 2582-7138 Thus, this study aims to determine the opportunities and challenges for Bachelor of
Impact Factor: 5.307 (SJIF) Elementary Education learners in blended learning at a university in Visayas,
Volume: 05 Philippines. This study utilizes a qualitative descriptive research design that produces
Issue: 01 information from an individual's viewpoint of events or experiences. Ten learners of
January-February 2024 Bachelor of elementary education were purposely selected as respondents. This study
employed thematic analysis to analyze the learners' experiences in their learning
Received: 12-12-2023; process. With the data gathered, five themes were formulated. The result shows the
Accepted: 15-01-2024 significant impact of blended learning on BEED learners. Whether face-to-face setup
Page No: 721-727 or online setup, the learning is still there, and they were able to adjust and adapt to the
new learning strategy. It is recommended that future researchers explore and deepen
the understanding of blended learning to enhance students' performance in both
settings.

Keywords: Blended learning, Challenges, Face-to-face, Online, and Opportunities

1. Introduction
Blended learning is an innovative concept that incorporates the benefits of both traditional classroom instruction and ICT-
supported learning, including offline and online learning. It provides opportunities for collaborative, constructive, and computer-
assisted learning (CAL) (Dangwal, 2017) [6]. It establishes flexibility and collaboration in students' ability to study independently
at their own pace and enables them to be progressive in tailoring their learning experiences to meet their needs. However, in a
high-quality blended learning environment, in-person and online learning activities and content are integrated and geared toward
the same learning objectives, so the learning experiences should be integrated and organized to be aligned side by side.
This challenge transcends the international context and is rampant in Asian educational settings. Several studies have been
conducted to justify the efficacy of blended learning in students' new learning settings in various international contexts. This
challenge was viewed by experts as enabling more chances for teacher-student connection, greater student involvement in the
learning process, more flexibility in the teaching and learning environment, and chances for continuous improvement.
Universities were able to offer more combinations of blended online and in-person learning programs as a result of the
convergence of information and communication technologies, which promised to improve learning outcomes (Tham et al., 2011)
[18]
. However, research on the latent positive effects of blended learning, particularly in some educational settings, is limited.
Recent studies proved that the adaptation and implementation of blended learning is a cultural shift in instruction and learning
(Powell et al., 2015, p. 6) [14], and whole-school implementation has its effects and challenges. In achieving effective
implementation of blended learning, there were a myriad of crucial features required, such as a shared vision, a feasible
instructional design, the capacity to combine offline teacher-led instruction with online digital technology, professional
development for teachers, and a supportive Information Technology (IT) department (A. Kim, 2015) [9].

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In the local context of Cebu, the challenges of the educational sampling methods in which respondents are chosen because
setting adapted by transitioning from a traditional educational they possess qualities your sample needs. In other words,
setup to a blended learning format as a new teaching and units are chosen "on purpose" in purposive sampling. In this
learning process are evident, and many students have adapted case, researchers carefully selected bachelor of elementary
to blended educational learning since the pandemic and have education students who had experience in blended learning.
begun taking classes from the comfort of their homes. The
challenges and struggles in transitioning the teaching and 2.3. Research Instrument
learning methods were evident to students, leading to To provide and gather as much informative and reliable
different factors that affected students' performances. These information as possible. The researcher interviewed the
difficulties, struggles, and challenges interfered with their respondents using a questionnaire. The type of questionnaire
academic progress. It was significant to establish a method that is used in this study is a semi-constructed questionnaire.
appropriate for meeting the students' needs about their According to Cleave (2023), semi-constructed questionnaires
challenges and difficulties. However, several colleges are a particular kind of interview when the interviewer just
provided some programs in a hybrid style in which a certain asks a select few predetermined questions, and the rest of the
university in Cebu City converted all of its face-to-face questions are not preplanned. This questionnaire consisted of
sessions to blended learning delivery, leveraging a method of three open-ended questions that answered the challenges and
instruction designed specifically to meet the learner's needs effectiveness of blended learning. Furthermore, an audio
(Napier, N. P. et al., 2011) [12]. Nonetheless, there was a need recorder was used to record further responses.
for processes for planning, training, and implementing the
transition to a blended format for the adjustment of students 2.4. Data Gathering Procedure
to a new learning environment. The initial step in this study is obtaining clearance from the
When students had to make a trip to get to their classroom, research ethics committee. After the clearance was released,
traditional educational learning or classroom instruction the research team was authorized to conduct the research
could turn out to be costly. In addition, learners were process. The researchers selected ten students enrolled in the
expected to attend classes at particular hours, which took up 3rd year college Bachelor of Elementary Education (BEED)
much of their time. Discussion and engagement would program. The researcher informed the respondents that the
decrease if the program were lecture-based. The student may interview is entirely voluntary, and the researchers actively
become inactive in a classroom setting and lose focus seek informed consent from the participants. The research
(Woodall, 2010) [20]. It was essential to talk about the instrument employed in this is a meticulously crafted
challenges the students experienced in making adjustments questionnaire comprising three open-ended questions that
and improvements to meet their needs with the process of delve into the challenges and effectiveness of blended
blended learning and its opportunities and challenges for learning. A thematic analysis was employed to
students' academic success. comprehensively assess the challenges and effectiveness of
This study's findings provided crucial information and blended learning.
knowledge regarding the chosen topic from the respondents,
recent studies, and related sites. This research study was an 2.5. Data Analysis
instrument that guided the researchers in discovering Thematic analysis, a qualitative research method that
credible, reliable, and insightful data to contribute describes the processes used to understand data, was
substantially to tertiary learners, instructors, and an array of employed in this study to explore the students' experiences in
local settings in Cebu City, Philippines. their learning process. These analysis come from interviews
Other published studies focused on the effectiveness of where individuals share their experience. By analyzing
blended learning on students' achievement and not on the researchers can identify themes and patterns to look for
challenges faced by the students. Hence, this study aimed to commonalities and differences among the narratives.
determine the opportunities and challenges for bachelor of Villegas, (2023) stated that a technique for assessing
elementary education students in blended learning at a certain qualitative data called thematic analysis is reading through a
university in Visayas, Philippines. collection of data and searching for patterns in the meaning
of the data to identify themes. Making sense of the data was
2. Methodology an active reflexive process where the researcher's personal
2.1. Research Design experience is crucial. Therefore, thematic analysis was
Kim et al. (2017) [9] state that qualitative descriptive research utilized in this study, enabling a comprehensive exploration
is a research design that produces information that, from an of the challenges and effectiveness of blended learning
individual's viewpoint, describes the "who," "what," and through the lens of respondents' responses.
"where" of events or experiences. In educational research,
this research design is commonly used when the researchers 2.7. Ethical Considerations
become interested in finding out information on a specific Ethical considerations are essential in any research study
event, such as who is involved, what is involved, and where because this is a set of guidelines that guides your research
things happened. designs and methods. Ethical considerations ensured the
confidentiality and well-being of respondents. In this
2.2. Sampling Design, Respondents, and Environment research study, several ethical considerations were taken into
Purposive sampling, a non-probability sampling technique, account. First, the respondents' consent was obtained once
was employed in this research conducted at a certain they had been entirely told about the study's goals, the need
University in the Visayas, Philippines, and selected ten for their participation, and the protection of their privacy and
students as respondents. According to Nikolopoulou (2023), rights. Anonymity and confidentiality were ensured and
"purposive sampling" describes a class of non-probability maintained by creating a new ID for each participant instead

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of using their personal information. The information gathered interventions were conducted ethically and responsibly. An
would be kept confidential, and only the research team would ethics committee reviewed and approved the research
have access to the information. Respondents would have the protocol after it had been filed to ensure that it complied with
right to withdraw or decline to participate in the study at any all regulations and protected the rights and welfare of
time without consequences. The respondents were given a participants.
token of appreciation. The respondents to the survey would
receive a keychain. Further, those who allowed the 3. Results and Discussions
researchers to voice record their answers were given a Results
keychain and 15 pesos worth of GCash. Furthermore, the The tables present the clustering of codes, and themes that
study adhered to the ethical guidelines and regulations set by were identified to support the findings of the study.
the institution, ensuring that the research procedures and

Table 1: Clustered Themes

 Sentiments at the start of blended learning 1. Sentiments and adoption of the emergence of blended learning
 Challenges experienced during blended learning
 Disadvantages and negative aspects of blended learning 2. Challenges experienced during blended learning
 Unable to afford gadgets and access to wifi
 Advantages in blended learning 3. Advantages in blended learning
 Time management 4. Time management
 Personal growth and self-directed education
5. Personal growth and self-directed education and motivations
 Positive Reactions/Motivation

Final Themes “I guess mas kuan jud ang mag face-to-face pure kay mas
1. Sentiments and adoption of the emergence of blended makat on ang mga students compared sa blended. Based
learning from experience, i prefer a full face to face set up since
2. Challenges experienced during blended learning in face-to-face we have a lot of knowledge compare in
3. Advantages in blended learning online.”- Informant 9
4. Time management
5. Personal growth and self-directed education and Due to its benefits over traditional and online teaching
motivations methods, blended learning is used more frequently in higher
education. Graham (2006) confirms learners needed more
Thirty-five (35) significant statements were extracted from time to prepare for the change. The abrupt shift from face-to-
the interview transcripts of the ten informants. There were 8 face to blended learning compelled individuals to adjust and
codes, which also generated 8 formulated meanings. The adapt to new learning methods, highlighting the necessity to
eight codes were grouped into five categories, which emerged be flexible in response to the COVID-19 pandemic. This
as five themes. Allicamen, D. (2020) stated that Blended flexibility implies their readiness and capacity to accept
Learning provides opportunities for both instructors and change and take advantage of the circumstances. However,
students. It allows students to prioritize what they want to this also reflects that circumstances have forced the learners
work on first, how long they want to work on it for, and where to be open to a new learning environment. This implies that
they want to complete their assignments. According to the with unforeseen changes, the learners are able to face and
participants’ responses, despite the abrupt and swift shifts accept the challenge.
from face-to-face to blended learning, they were able to
adjust and adapt to the new learning strategy since they had Theme 2. Challenges experienced during blended learning
no choice but to be adaptable given the circumstances. Results reveal that the blended learning challenges the
selected 3rd year BEED students. It states that some
Discussions respondents are most likely to experience blended learning as
Theme 1. Sentiments and the adoption of the emergence a distinct pain and difficulty due to a lack of gadgets and an
of blended learning internet connection. These were notable in the statements
Results reveal blended learning significantly influenced and from the selected 3rd year BEED respondents.
impacted the selected 3rd-year BEED students. It states that
some respondents are more likely to choose complete face- “Coming from the province of cebu, at first I don't know
to-face than the current teaching mode. These were notable yet about the transportation going to school and in online
in the statements from the selected 3rd year BEED the challenge is only the internet connection”.-Informant
respondents. 1
“Lack of resources jud na ang challenge, wala mi wifi
“Small influence, tungod man gud dili kaayo ko fan of the pag start palang, akoa gadget kay cellphone ra pajud so
online classes more on face to face classes jud ko. A little lisod kaayo mag multi task if cellphone ra imo gadget.”
influence, because I am not fond with online class, I am The lack of resources is currently the main challenge
more into f2f class -Informant 2 that I am facing. It's challenging to do all the tasks and
“kakapoy, dayon nabag-ohan pako sa set up gyud kay projects without a laptop or PC, and the internet is also
first time sad baya nako naka kuan ana na set up jud limited, so it's really tough. -Informant 2
sukad ato pagka covid. Since covid 19 happened, a new “dili ko mag salig sa discussion sa maestra kay sa
set up of learning was employed. This new set up is very panahon karon dapat makat-on naka sa imoha ra paagi
new to me that it felt so hard to learn.” - Informant 3 nga maka catch up kas discussion. I don't rely on the

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teacher's discussion because in these times, you should problem for the respondents. Additionally, the internet
be able to learn through your own means to catch up connection quality is crucial for running and taking part in
with the discussions.” -Informant 3 lessons. Blended learning has been a significant adjustment
“sa bukid mawala wala ang internet nya pag face to face for 3rd year BEED students. Many of the students are
sad ato kay dili pa kaayo ko familiar sa place mag lisod struggling because not everyone has access to the necessary
pako direction.”It was challenging at first because in the gadgets and a reliable internet connection. This has made
rural area, the internet is not stable. And when it comes attending online classes and completing assignments quite
to face-to-face interactions, I wasn't very familiar with challenging. This implies that it is essential to recognize and
the place, so I had difficulty finding my way. - Informant work collectively to find solutions that ensure that all
5 students, regardless of their digital access, have the
“Sa internet, lisod kaayo nya gadget, wla pay mga laptop, opportunity to succeed in their education.
comfortable nga ka stayhan sa kanang nay kusog na
internet, lisod man gd sa amo kay bukid amoa ba niya wa Theme 3.Advantages in blended learning
gyuy signal”With the internet, it's very difficult since Results showed that blended Learning provides much
connection is not stable, and we don't have laptops or a opportunity to the 3rd-year BEED Students. It states that the
comfortable place with strong internet. It's tough for us respondents prefer this mode of Learning as this method is
because our location is in a rural area where there is no student-friendly and budget-friendly. Another respondent
signal. - Informant 6 stated that this method helps improve their skills, such as in
“big adjustment gihapon siya hangtod karon kay for technology. These were notable in the statements from the
example mag online class then inig ka Wednesday and selected 3rd year BEED respondents.
Thursday nasad magbalik nasad ug face to face, mura
bitaw ng dli ang na use before na online, online rasad “Ang influence sa face to face is to better yourself sa any
gyud pero naa pud siyay advantage.” It's still a big aspect sa imoha strategies nya in online pwede ma
adjustment until now because, for example, we have influence ang imo self-appreciation and to enhance your
online classes, and then on Wednesdays and Thursdays, weaknesses.”The influence of face-to-face interactions
we switch back to face-to-face classes. It's like what we is to improve yourself in any aspect of your strategies,
used before for online classes; it's mostly online, but it and online, your self-appreciation and enhance your
also has its advantages.-Informant 7 weaknesses.” -Informant 1
“Ang first jud na challenge no kay ang pag use gyud sa “ sa face to face kay mas nakaila jud ko sa ako mga
kanang devices, karon rata naka discover ba nga pwede classmate, mas na familiarize jud nako ila mga nawng kay
diay siya mahitabo na nga nay in ani like dili ragyud siya sa online kay profile picture raman ang makita nya
fully face to face.” The very first challenge was the panagsa rasad kaayo maka storya or maka video call
actual use of those devices because it was quite using open cam..”In face-to-face interactions, I get to
unfamiliar at the time. Now, we've discovered that know my classmates better and I become more familiar
something like this is possible, where it doesn't have to with their faces. In contrast, in an online setting, I can
be entirely face-to-face. -Informant 7 only communicate with them by only seeing their profile
“dili gd kaayo ko kaayo kuan sa mga digital, sa mga pictures.- Informant 3
devices dili gd kaayo ko kay traditional raman jud amoa, “mas dali ang way of information basta online.”It's
wala kaayo ko naka encounter ug mga computer kay easier to exchange information online, while in face-to-
limited ra ang amoang resources sa amoang previous face." -Informant 4
school, so nakalitan ko” I wasn't very familiar with “adjustable ra sya kay sa online if ever naay mag klase
digital devices and technology, as we were very na maestra if ever mangutana ang maestra maka search
traditional in our learning before. I didn't have much ra. Sa face to face anha jud makita kung naminaw ba ang
experience with computers because our resources were mga estudyante sa maestra.” In an online setting, if a
limited at my previous school, so it was a bit challenging teacher asks a question, you can simply search an idea
for me. - Informant 8 and expound it. In a face-to-face class, it's evident
“I only use cellphone during the online classes and also whether or not the students are listening to the teacher.
the internet connection kay sa province kay dili jud Blended learning is very student-friendly because it
kanang high ang internet connection kay usahay strikes a balance between in-person classes, which
mawala.” I only use a cellphone during the online offers more flexibility.". -Informant 5
classes, and the internet connection in the province is “Sa online classes maka search bitaw if ever mangutana
not very stable. Sometimes it disconnects, and you can't ang teacher nya dili rasad sya kapoy sa lawas kay adto
attend the class. raman sa balay. Unya if ever mangari mi sa skwelahan
-Informant 9 for face to face kay maka update sa mga news and
“sa amoa kay dali ma brown out niya wifi among gamit, information nya maka kat-on jud mi pag ayo kay sa face
walay signal . In the province the internet connection is to face learning anha man makit-an kinsa to naminaw
very poor. There are also times that the electricity is kinsa to wala naminaw.”In online classes, you can easily
out.”- Informant 10 search for ideas to support your answers if the teacher
asks a question, and it's not physically tiring because
The advent of technology has resulted in significant changes you're at home. When we have face-to-face classes at
in the economic, social, and educational sectors. This has school, we can catch up on news and information. In
significantly altered the way individuals conduct their daily face-to-face learning, it's clear who's paying attention
lives (Ursua, 2008) [19]. (Redillas, 2022) [16] confirms that the and who's not."-Informant 5
lack of devices used to attend their online classes presents a “nakat on kog mga new skills and then mas nahanas gali

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ang akong kapasidad sa pagiging media literate, sa pag learning progression and facilitates students to study at their
handle unsaon ang mga apps na magamit para pag speed (Chang-Tik, 2018). Results reveal that blended
eskwela “I've learned new skills and improved my ability learning provides more quality time for self-reflection and
to be media literate, as well as how to handle and use gives ample time for family. These were notable in the
various apps for studying."- Informant 6 statements from the selected 3rd year BEED respondents.
“dako siyag opportunity as a working student kay pwede
maka work sa gabie like atong face to face kay it’s only “nindot siya karon nga 2 days ang atong online then 2
wednesday and thursday, so with that wednesday and days ang atong face-to-face kay naa tay time, naa jud
thursday pwede himoon. Naa siyay opportunity nga dili times na maka rest then if online kay pwede ragd naa ta
siya maawit for how many days na walay klase”It's a sa balay, niya maka bonding sa atong family, makatabang
significant opportunity, especially for me as a working sa atong household chores”Especially now that we have
student because I have time to work in the evening. Our two days of online classes and two days face-to-face. We
face-to-face classes are only on Wednesdays and have the time to rest and on online class, we can be at
Thursdays, so I can have those days off for other home, spending time with our family, and helping out
commitments. Despite not attending classes, I still have with household chores. - Informant 8
time to catch up with the lessons.". - Informant 7 “ang opportunity ana kay if ever gani naa kay boarding
“It helps me to widen my knowledge about the integration house diri, naa pakay time mo buhat sa mag buhaton.”
of technology especially in doing my activities because The opportunity of blended learning provides more time
daghan ra man kag resources and accessible ra for all, in making activities or performance tasks especially
like sa internet accessible ra ang mga answers or like when you have a boarding house. -Informant 10
maka kuan rakag mga sources gani nga ma kanang “time management lang jud most especially dealing with
kahibaw ka”It helps me expand my knowledge about the kuan pressure in acads and in personal life” It's all about
integration of technology, especially in completing my time management, especially when dealing with the
assignments. There are plenty of resources available, pressure of academics and personal life. -Informant 10
and everything is easily accessible. On the internet, ideas
and answers are accessible, and you can quickly find The respondents were also delighted about learning with the
sources that you know.. - Informant 9 gadgets, saying that they could study, take the exam online
“Mas maka less ta, and mas flexible and mas maka without going to a classroom, and work (for those who are
daghan tag time na rest siguro at home kay in ana ang working) would not be affected ( Melgar V., 2019) [11]. Time
situation”We have fewer constraints, more flexibility, management has an impact on more than just students'
and more time for rest at home given the situation. - performance or results; it also has an impact on their mental
Informant 9 skills and has the potential to enhance their stress level
“Tungod sa blended, were able to manipulate things, (Ahmad S. et al., 2009). Additionally, it asserts that blended
using technology or computer most especially in using learning supports effective time management among
google classrooms. Tungod sad sa blended learning, respondents, particularly for those who are currently boarders
accessible sad ta sa kanang like various information in the city. Blended learning, according to the findings, helps
maka adto ug laing websites kay maka search or kanang BEED respondents in managing their schedules and
para mapadaghan ang atong knowledge..”In blended controlling their time spent on educational responsibilities.
learning, we've been able to become more proficient in They have adequate time to travel, take care of housework,
using tools like technology and computers, particularly and spend time with their own families, which encourages
in Google Classroom. We've become literate enough to them to become well-versed time managers. This simply
navigate and use technology and we have access to implies that having good time management affects a learner's
various sources of information. We can visit different capacity to function better in an educational setting.
websites to search for information and expand our
knowledge. -Informant 10 Theme 5. Personal growth, self-directed education and
motivations
The approach of blended learning provides better Results reveal that blended learning helps the respondents in
accessibility to the learners, more accessibility towards the learning process, self-assessments, and self-development.
content and knowledge, and better and more accessible The result also states that the respondents can conquer their
communication with their fellows (Banerjee, 2011; Uzun & fears and improve their weaknesses. These were notable in
Senturk, 2010). Melgar, C., (2019) [10] confirms that the the statements from the selected 3rd year BEED respondents.
students consider blended learning to be very effective in
terms of technicality because it is well-facilitated and has “I was able to learn more and improve myself with
clear instructions .With blended learning, students take each application in the classroom through demonstration
class whenever it is most convenient for them. Additionally, and/or creative presentations as a future educator.” -
it addresses the issue of the school's transportation costs, Informant 1
which are on the rise. This implies that with the advent of this
approach, the students obtain knowledge or assistance online “I was able to learn how to become a more digital literate
anytime, and it requires that students take an active role in person especially during online class where dapat jud ka
and acknowledge responsibility for the school work knowledgeable how to kulikot your gadgets, how to
completed outside of the classroom. access different sites, how to verify if an information is
right/wrong, and so on. I was able to become an
Theme 4.Time management independent commuter. My school is far from our house,
Blended learning proliferates students’ interest in their that's why I need to strive harder and help myself push

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through lots of commuters.” I have learned to become a development, readiness, and effectiveness of blended
more digitally literate individual, especially during learning from student, professor, and administrator
online classes, where it's crucial to be knowledgeable perspectives as well as a comparative analysis of the
about handling your devices, accessing various advantages and disadvantages of blended learning as a way
websites, verifying the accuracy of information. I to discover what makes a blend for learning ideal.
became an independent commuter out of necessity. I
have manage my way through various commutes, 5. References
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