Blended Teaching Approach in the Eyes of Filipino Teachers: A Phenomenological Study

Abstract

This research aims to describe the experiences of Filipino teachers in implementing blended teaching methods. Employing a qualitative phenomenological research design with purposive sampling, the study was conducted in private schools in Panabo City. Eight participants each were engaged in in-depth interviews (IDIs) and focus group discussion (FGDs), focusing specifically on teaching the Filipino subject. Through these interviews, the study aimed to uncover themes related to the teachers’ experiences, challenges, and perspectives on blended learning. The findings revealed three main themes. Firstly, Filipino teachers encountered various challenges in blended teaching, including concerns about content knowledge and preparation, connectivity issues, technological difficulties, and challenges in monitoring and mentoring students. Secondly, the study identified coping mechanisms employed by Filipino teachers during the pandemic, such as peer sharing and consultation, resourcefulness and innovation in teaching, and enhanced monitoring of student performance. Lastly, the research highlighted the implications of blended teaching during the pandemic, including the development of independent learning among students, strengthened student monitoring and teaching practices, and the recognition of unguaranteed learning outcomes. Blended teaching, integrating traditional face-to-face methods with technology and distance learning, is increasingly becoming integral to the current education system.