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Title: :  UNVEILING STUDENTS’ LIVED EXPERIENCES ON BLENDED LEARNING: A PHENOMENOLOGICAL STUDY
PaperId: :  24548
Published in:   International Journal Of Advance Research And Innovative Ideas In Education
Publisher:   IJARIIE
e-ISSN:   2395-4396
Volume/Issue:    Volume 10 Issue 4 2024
DUI:    16.0415/IJARIIE-24548
Licence: :   IJARIIE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author NameAuthor Institute
Hannah Beth P. DayagDepartment of Education- Magugpo Pilot Central Elementary School
Roel P. VillocinoAssumption College of Nabunturan

Abstract

Education
blended learning, challenges, coping mechanisms, insights, phenomenological research
This study delved into the lived experiences of the learners on the blended learning modality. This qualitative phenomenological research aimed to unveil the experiences, challenges, coping mechanisms, and insights of the grade 5 students enrolled in Magugpo Pilot Central Elementary School. Data and information were gathered using in-depth interviews. The study's participants were the 10 selected students enrolled in the academic year 2023-2024. The findings showed that the challenges encountered by the students include not asking questions directly, cheating anytime, having no personal gadgets, having internet connectivity problems, and being distracted at home. The mechanisms utilized by students to overcome these challenges include asking for help from classmates, teachers, and parents, creating quiet workspace, time management, and taking regular breaks. The findings also revealed that finding out more about how students perceive the integration of technology and face-to-face interactions in blended learning settings could provide insight into their engagement and motivation. This paper concluded with the recommendation that the findings from the students' lived experiences would assist school administrators and curriculum designers in determining the improvement to enhance teaching methods and provide frameworks that cater to the various demands of students in blended learning contexts. Further, it was suggested that the admissions procedure be strengthened to enhance learning and that teachers, students, parents, and other stakeholders work together more closely to find solutions for current and potential issues relating to the phenomenon under study.

Citations

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IJARIIE Hannah Beth P. Dayag, and Roel P. Villocino. "UNVEILING STUDENTS’ LIVED EXPERIENCES ON BLENDED LEARNING: A PHENOMENOLOGICAL STUDY" International Journal Of Advance Research And Innovative Ideas In Education Volume 10 Issue 4 2024 Page 855-865
MLA Hannah Beth P. Dayag, and Roel P. Villocino. "UNVEILING STUDENTS’ LIVED EXPERIENCES ON BLENDED LEARNING: A PHENOMENOLOGICAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education 10.4(2024) : 855-865.
APA Hannah Beth P. Dayag, & Roel P. Villocino. (2024). UNVEILING STUDENTS’ LIVED EXPERIENCES ON BLENDED LEARNING: A PHENOMENOLOGICAL STUDY. International Journal Of Advance Research And Innovative Ideas In Education, 10(4), 855-865.
Chicago Hannah Beth P. Dayag, and Roel P. Villocino. "UNVEILING STUDENTS’ LIVED EXPERIENCES ON BLENDED LEARNING: A PHENOMENOLOGICAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education 10, no. 4 (2024) : 855-865.
Oxford Hannah Beth P. Dayag, and Roel P. Villocino. 'UNVEILING STUDENTS’ LIVED EXPERIENCES ON BLENDED LEARNING: A PHENOMENOLOGICAL STUDY', International Journal Of Advance Research And Innovative Ideas In Education, vol. 10, no. 4, 2024, p. 855-865. Available from IJARIIE, https://ijariie.com/AdminUploadPdf/UNVEILING_STUDENTS’_LIVED_EXPERIENCES_ON_BLENDED_LEARNING__A_PHENOMENOLOGICAL_STUDY_ijariie24548.pdf (Accessed : ).
Harvard Hannah Beth P. Dayag, and Roel P. Villocino. (2024) 'UNVEILING STUDENTS’ LIVED EXPERIENCES ON BLENDED LEARNING: A PHENOMENOLOGICAL STUDY', International Journal Of Advance Research And Innovative Ideas In Education, 10(4), pp. 855-865IJARIIE [Online]. Available at: https://ijariie.com/AdminUploadPdf/UNVEILING_STUDENTS’_LIVED_EXPERIENCES_ON_BLENDED_LEARNING__A_PHENOMENOLOGICAL_STUDY_ijariie24548.pdf (Accessed : )
IEEE Hannah Beth P. Dayag, and Roel P. Villocino, "UNVEILING STUDENTS’ LIVED EXPERIENCES ON BLENDED LEARNING: A PHENOMENOLOGICAL STUDY," International Journal Of Advance Research And Innovative Ideas In Education, vol. 10, no. 4, pp. 855-865, Jul-Aug 2024. [Online]. Available: https://ijariie.com/AdminUploadPdf/UNVEILING_STUDENTS’_LIVED_EXPERIENCES_ON_BLENDED_LEARNING__A_PHENOMENOLOGICAL_STUDY_ijariie24548.pdf [Accessed : ].
Turabian Hannah Beth P. Dayag, and Roel P. Villocino. "UNVEILING STUDENTS’ LIVED EXPERIENCES ON BLENDED LEARNING: A PHENOMENOLOGICAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education [Online]. volume 10 number 4 ().
Vancouver Hannah Beth P. Dayag, and Roel P. Villocino. UNVEILING STUDENTS’ LIVED EXPERIENCES ON BLENDED LEARNING: A PHENOMENOLOGICAL STUDY. International Journal Of Advance Research And Innovative Ideas In Education [Internet]. 2024 [Cited : ]; 10(4) : 855-865. Available from: https://ijariie.com/AdminUploadPdf/UNVEILING_STUDENTS’_LIVED_EXPERIENCES_ON_BLENDED_LEARNING__A_PHENOMENOLOGICAL_STUDY_ijariie24548.pdf
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