Background of the Study

In recent news, the Philippines have yet again ranked last in the Nikkei COVID-19

recovery index due to the pandemic response efforts of the country’s government (CNN

Philippines Staffs, 2021). Amidst the pandemic, a range of problems occurred here and there. A

huge problem was the implementation of standard education. Due to rising cases of COVID-19,

classes have come to a halt as health precaution against the virus. Thus governments such as

ours, considered a different system of learning to mass implement in our schools. “Blended

learning”, which designates the range of possibilities presented by combining internet and digital

media with established classroom forms that require the physical co‐presence of teacher and

students (Friesen, 2012). Among those schools is San Lorenzo Ruiz Senior High School.

Although we somehow made it work, students and teachers may point out where this system of

education lacks. On the other hand, students and teachers can also point out it's conveniences.

These factors ultimately define the effectiveness of taking such classes, the advantages and

disadvantages, and the overall experience of students. Blended learning in the Philippines is still

considered new and young. However, this growing demand for blended learning possesses

problems and challenges that are noteworthy to investigate (Alvarez, 2020).

Blended learning is adapted for the continued pursuit of education. However, while

blended learning may simply be the answer to the "should've been" ceasing of classes, it opens

up to other problems such as unsatisfactory experience of students during classes. Furthermore,

the students value the flexibility and the face-to-face moments in blended learning. However,

based upon students' current experiences, costs - seen as negative aspects of blended learning -
seem to emerge. While students mainly mention costs regarding education in general (e.g. a high

workload), they also indicate specific costs concerning blended learning (e.g. harder to organise

group work). A cost-value balance affects students' decisions to persist. Meaning, all things

considered, a bad experience with this kind of education could potentially stop a student from

continuing his/her education. To prevent this, we must know which factors affect student

experience. These factors are not only those from the capabilities of the designated school, but

also the capabilities to support such education at home. This study puts into perspective, the

impacts of COVID-19, the views and concerns of students and faculty members, as well as the

challenges that we face within blended learning education. Hopefully providing us with a general

approach to solving observable problems. This research aims to gather viewpoints from student

and faculty, regarding their experiences while engaging in blended learning at the course of the

pandemic. In which, we pursue the following objectives:

•The role of the pandemic in implementing blended learning education,

•To determine and understand the playing factors affecting student experience,

•To shine light upon untold setbacks,

•To cohere, analyse, and triangulate the participants' responses; and

•Formulate our own depiction to learn of what problem-solving approach may be helpful to

reach much needed changes in blended learning education.