HUMSS 12 Students’ Lived Experiences of the Blended Learning Modality of Manuel A. Roxas High School: A Phenomenological Inquiry
Mark Lester C. Cuayzon
Discipline: Education
Abstract:
The primary purpose of this study was to describe the lived experiences of the HUMSS 12 students who undergone the blended modality platform of Manuel A. Roxas High School. The phenomenological study tried to get the meaning and essential insights from the lived experiences. The approach utilized in this study is phenomenology. It was used to reflectively analyze the narratives of the students who are studying in Manuel A. Roxas High School. They were chosen purposively based on the criteria of the study. They were invited to provide meaningful narratives by in-depth interview with an interview question guide. With the narratives from their experiences, the essentials insights revealed their blended experience in blended Learning, their struggles in the online modality of learning, the challenges and coping mechanisms in online learning, and the effectiveness of face-to-face modality. These essential insights led to the formation of eidetic insight that proved that the face- to-face modality of the blended learning is more effective than the online modality because of its impact to socialization, cognitive, and emotional dimensions of the students.
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