Challenges Encountered by Science, Technology, Engineering and Mathematics (STEM)

Students during the Implementation of Blended Learning in Mount Carmel School of

Maria Aurora, Inc. (MCSMA)

By:

Archelle Nicole A. Aragon

Ella Mariz D. Obar

Jazzel Mae L. Laroya

Jhoyce Anne B. Estrella

Julienne Mary Colleen C. Serqueña

Mikaela Mae A. Mercado

Namie Felissa M. Tugay

 Chapter I

The Background and It’s Setting

I. Background of the Study

The Philippine government established various tactics as the COVID-19 situation gradually
developed to prevent the pandemic from affecting the activities of all levels of the government.

Education is one of the areas where the government attempts to prevent the spread of
COVID-19 pandemic. Under then-President Rodrigo Duterte, the Philippines enforced one of the
world's longest coronavirus lockdowns and school closures. He rejected requests to resume in-
person lessons, amid fears that it might cause further outbreaks. The situation has demanded
online distance learning, a shift in the educational system. While the government is seeking ways
to lessen the frequency of COVID-19's global expansion, the field of education is facing a
problem in adapting to the new methods in teaching and learning process as a result of the
transformation in the educational system. Since then, after two years of coronavirus lockdowns
amidst the continuing influence of COVID-19, the world is now moving forward.

A World Bank study published last year revealed that nearly nine out of ten children in the
Philippines were suffering from "learning poverty," or the inability of children under the age of
ten to read and comprehend a simple story. The prolonged school closures prompted concerns
that literacy rates among Filipino children, which were already alarmingly low prior to the
pandemic, would worsen. These concerns, along with the pilot face-to-face classes launched by
DepEd in 2021, sparked the education sector's need for the implementation of the traditional
face-to-face classes in school year 2022–2023. With this, millions of students wearing face
masks streamed back to primary and secondary schools across the Philippines for their first in-
person classes.

According to DepEd's Department Order 34, s. 2022, which require schools to provide face-
to-face classes, allowing private schools to offer blended learning modalities and full distance
learning alternatives to their students, with a transition period until October 31, 2022. After that
date, no school should be permitted to use only online distance or blended learning, excluding
those that use Alternative Delivery Modes. The modalities of blended learning, also known as
hybrid learning, focus on online distance learning as well as traditional face-to-face learning.
Blended learning is typically given in a variety of ways; hence, phrasing it is difficult to portray.
At Mount Carmel School of Maria Aurora, Inc. (MCSMA), blended learning is done through
face-to-face synchronous learning and both synchronous and asynchronous online distance
learning. Where face-to-face classes are limited to specific weekdays, the same is true for online
distance learning classes.

Parents' confidence level in the readiness of schools to transition to full face-to-face classes is
low. They want the option of having their children attend blended learning to safeguard their
family from being infected by any COVID variation. Though they agree that in-person classes
will continue to remain the most effective in providing students with the highest learning
experience, returning to normal is not the way to go. Moving forward to a new normal is a must,
along with the painful lessons of the pandemic crisis and adopting new solutions and strategies
for a post-pandemic society. Many, if not all, parents are concerned about these issues. In a letter
dated July 14 to Vice President and Education Secretary Sara Duterte-Carpio, the Coordinating
Council of Private Educational Associations of the Philippines (COCOPEA) appealed for more
flexibility and an extension of the October 31 deadline for blended learning in private schools.
COCOPEA said that blended learning modes at private schools proved effective in providing the
curriculum throughout the two years of the pandemic. They reasoned that the variety of online
and hybrid learning modes that integrate with in-person techniques broadens the scope of
educational resources for delivering the optimum learning experience for students.

This matter has reached the President, who has ordered the continuation of blended learning
beyond October 31, to which Education Secretary Sara Duterte has proposed institutionalizing
blended learning in order to solve gaps in teacher and classroom shortages as well as other sector
difficulties. While the Department of Education (DepEd) continues to explore blended learning
as a permanent method of teaching, with COVID-19 still continues to influence the country, the
implementation of traditional face-to-face teaching, however, is still expected by early
November for all public schools.

In view of the foregoing, this research seeks to address the challenges faced by students
majoring in Science, Technology, Engineering, and Mathematics (STEM) at Mount Carmel
School of Maria Aurora, Inc. (MCSMA) during the implementation of blended learning and
what are the things that they did to cope and deal with it, along with helping the Department of
Education (DepEd) to aid their study of blended learning as a permanent method of teaching.

II. Statement of the Problem

This study will focus on the challenges encountered by Science, Technology, Engineering
Mathematics (STEM) students during the implementation of blended learning in Mount Carmel
School of Maria Aurora, Inc. (MCSMA)

Specifically, the research study sought to find answers to the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age
1.2 Gender
1.3 Grade Level
2. What challenges did STEM students face as blended learning was implemented?
3. How can STEM students overcome difficulties with the implementation of blended
learning?
4. What benefits do STEM students gain in the implementation of blended learning?
5. What intervention plan can be done?
III. Assumption

This study focused on the Challenges Encountered by Science, Technology, Engineering

and Mathematics (STEM) Students during the Implementation of Blended Learning in Mount
Carmel School of Maria Aurora, Inc. (MCSMA). The following assumptions are:

1. The researchers assumed that the respondents would be reliable in answering the
questionnaire adopted and gathered by the researchers as a valid and authentic source of
information.
2. The researchers assumed that the respondents would be honest in answering the
questions.
3. The research study is assumed to be timely relevant to the respondents that will result
into a conclusion that provide a basis of knowledge to the questions.
IV. Significance of the Study

The result of the study will benefit the following:

Students. They stand to gain the most from this study. They will be able to recognize the
numerous difficulties that occur with mixed learning and know how to deal with them. The
learners will also know the benefits of the implementation of blended learning.

Teachers/Administration. They will be aware of the difficulties that students face and will
know how to support them in overcoming such difficulties.

Future Researchers. They will benefit from the additional information that this study has
collected. The study can be a great assistance to future researchers and may even support the
work that other researchers will perform in the future.

V. Scope and Delimitation of the Study

The main goal of this study is to identify the challenges faced by students majoring in
Science, Technology, Engineering and Mathematics (STEM) at Mount Carmel School of Maria
Aurora, Inc. (MCSMA). Only the S.Y 2022-2023 STEM students of Mount Carmel School of
Maria Aurora, Inc. will participate in this study, which will have a total of seventy-five (75)
responses.
VI. Conceptual Framework

INPUT PROCESS OUTPUT

Constant distraction from social

Gather and collect
media and household chores.
Challenges encountered
details and
by Science, Poor mobile data service
information to the
Technology,
respondents using Less effective Learning
Engineering and
survey Management System
Mathematics (STEM)
questionnaire.
students during the High internet cost

implementation of Incapability to attend online class

blended learning in
Scarcity of technical resources
Mount Carmel School
of Maria Aurora, Inc. Anxieties
(MCSMA)
Alternative learning modes and
sources

Proper budgeting and provision of

financial support

Time management

Motivation and Emotional support

Usage of alternative platforms and

sharing of gadgets

Encouragement to attend online

classes

FEEDBACK
VII. Definition of Terms

In this research, the following terms were defined as:

Asynchronous Learning - this means that you can learn within a set timeframe and on your own
timetable. You can access and finish reading assignments, homework, lectures, and other
educational materials whenever you choose.

Blended Learning - an educational approach that combines traditional face-to-face instruction

with electronic and online learning.

Challenges - a difficult task or issue.

Encountered - to have to deal with.

Implementation - process of putting something into action or making it effective.

Synchronous Learning - it means that you will be learning online, but you will practically be in
class each week at the same time with your classmates and the instructor.

Chapter II

Review of Related Literature & Studies

This chapter includes the review of related literature and studies which the researchers
have perused to shed light on the topic under study.

Foreign Literature

According to Dumford & Miller (2018) the use of online assessments may have a
negative impact on the opportunities for students to receive formative feedback. However, where
online resources include a feedback mechanism and the lecturer closely monitors students' online
engagement, potential disadvantages can be mitigated through a blended learning approach that
combines online and face-to-face elements. If implemented right, this has the potential to
increase students' self-efficacy due to the amount of information they can access online for
themselves, as supported by studies of Arkorful and Abaidoo (2015).
 Bouilheres, Le, McDonald, Nkhoma, & Jandug-Montera (2020) findings support the
claim that the Blended Learning environment improved students' perceptions of their learning
experiences as well as their engagement with peers, lecturers, and content at the university.
These findings support the need to shift away from the traditional pedagogical practices, toward
a broader learning spectrum that includes not only a teacher-student interaction, but also a peer
interaction and a digital online interaction component.

As stated in the article of Weitzel (2021) by having students complete much of their
coursework at home and only requiring in-person attendance a few times per week, institutions
can create a learning environment to keep staff and students safe. With fewer students on campus
at a time, institutions can realistically practice social distancing and ensure common areas are
cleaned and disinfected properly between classes. Studies have shown that blended learning
increases engagement by providing different opportunities for student engagement using digital
engagement tools, like those available through CourseKey Engage. By providing digital
opportunities for engagement, educators may see more engagement online from those students
who aren’t as comfortable sharing in front of their peers’ in-person. In a blended learning model,
students can partake in the online portion of class and look over class materials anywhere they
have internet access, allowing them to choose where they work. In addition, students can
complete the online portion when it fits their schedule, enabling them to more effectively balance
schoolwork and external obligations.

From Syahrawati, Susantini, & Indana (2022) research study they discovered how several
studies have examined the implementation of blended learning, which is considered to have been
able to provide positive results on student development. In addition, Stockwell, B. R., Stockwell,
M, S., Cennamo, & Jiang (2015), discovered that blended learning courses improved face-to-face
class attendance, self-report measures of student satisfaction, and test scores.

Furthermore, from the research of Syahrawati, Susantini, & Indana (2022) as cited in
Utomo & Wihartanti (2019), the integration of technology in learning provides benefits
such as more flexible learning opportunities without being bound by space and time, as
well as supporting students to be able to learn independently. Technology can be used to
support the learning process. The advantages offered are not only the ease and speed of
accessing information or material content, but also the presence of the media that can
make learning more interactive and interesting.

Local Studies

According to Tupas & Linas-Laguda (2020), this qualitative research focused on

literature reviews. The method utilized was document analysis. The articles were from 2010-
2020 taken from different websites and documents from libraries of Hokkaido University of
Education and Northern Iloilo Polytechnic State College. The results showed blended learning
started three decades ago, specifically for higher education institutions (HEIs), also used in
graduate programs and professional development. But in 2007, in the Philippines, the Center of
Blended Learning started and had very positive responses from the parents and students.
Moreover, blended learning (BL) is adopted in subjects like English explicitly in Language,
Science, and Distance Learning. The use of BL in education helps students engage positively in
all activities and increased behavior towards learning, and empowered to become leaders,
coaches, and mentors to fellow students. Teachers, as necessary instruments for effective
implementation of BL, the conduct of professional development is vital. In the country, DepEd
proposed to use online learning, modular approach, radio-television methods, face-to-face, and
para-teachers for blended learning. But the lack of facilities like gadgets or computer sets, and
connectivity in the Philippines is a unique challenge to DepEd. The education sectors asked help
from different government agencies and private individuals and organizations to support the
proposals. This study suggests tapping experts to conduct studies BL to help the education
system in the new normal. Each school must document all the positive and negative experiences
with BL. DepEd consolidates all the collected undertaking during a pandemic and creates a
framework to enhance blended learning.

As stated by Alvarez (2020), 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, specifically in emerging higher education
institutions, which hinder effective and efficient delivery of teaching and learning. This paper
reflects different lenses of experiences encountered by five purposively selected facilitators
teaching National Service Training Program (NSTP) in a certain university in Manila,
Philippines. A qualitative case study research method was employed to interview the
participants. The data were collected using a semi-structured interview questionnaire, and
analyze thematically. There were five themes or “roadblocks” reported in this study:
technological, instructional, class size, technical support, and collaboration. Findings were also
discussed in the lenses of various literatures, particularly in terms of design and development,
implementation, and assessment and evaluation of blended learning. An overarching proposal,
which is aligned to the results of this research study, was presented. Nevertheless, it aims to add
to the pool of teachers’ voices who are experiencing problems and challenges in the delivery of
blended learning. The results of this study can serve as a basis for continuous faculty training and
development, as well as for the improvement of the NSTP course, in general.

Based on Etom, et al. (2021) the industry 4.0 offers new opportunities in teaching and
learning with the emergence of new ideas and technology. Face-to-face instruction becomes an
obsolete method and does not cater to the needs of millennial learners. Distance learning is not
widely adopted by schools in third world countries. Thus, school policies, facilities, and teacher
is not yet ready to adapt full online learning instruction. However, Blended learning mediates the
transition of face-to-face and online learning approach. This study examines the 180 senior high
school students in Science, Technology, Engineering and Mathematics Strand on their perception
on the use of eLearning tools and the impact of blended learning on their learning process. This
study used the descriptive correlational design using a questionnaire in gathering data. Results
show that respondents preferred the blended learning approach for its flexibility in accessing
content online and highly adept in using digital devices. The use of eLearning tools is highly
engaging and efficient; however, blended learning model has a moderate impact on students’
performance in doing activities online.

As Anoba & Cahapay (2020) stated, technology is seen by many as the “holy grail” that
will address the constraints brought by the Coronavirus Disease 2019 (COVID-19) to the
educational systems. The success, however, depends in part on the readiness of the teachers. This
paper comprehensively assessed the readiness of teachers specifically on blended learning
transition amid the COVID-19 crisis. Employing parallel mixed-method research, it involved
elementary teachers from Carpenter Hill Elementary School, Mindanao, Philippines. The
researchers used a survey questionnaire and interview guide data. This work revealed points of
convergence, elaboration, and divergence in the data sets. An interesting point further
underscored is that some quantitative and qualitative results may diverge, but challenges in these
facets of blended learning can be turned into opportunities for teachers in the conduct of blended
learning. A responsive, appropriate, and relevant teacher preparation program should be
developed based on these evidences toward an efficient and effective instructional
implementation in the future.

Tupas & Linas-Laguda (2020) specified that the use of blended learning in education
helps students engage positively in all activities and increased behavior towards learning, and
empowered to become leaders, coaches, and mentors to fellow students. Teachers, as a necessary
instrument for effective implementation of blended learning; the conduct of professional
development is vital. In the country, DepEd proposed to use online learning, modular approach,
radio-television methods, face-to-face, and para-teachers for blended learning. But the lack of
facilities like gadgets or computer sets, and connectivity in the Philippines is a unique challenge
to DepEd. The education sectors asked help from different government agencies and private
individuals and organizations to support the proposals.

Foreign Studies

According to Kumar (2015), eLearning’s time and place flexibility attracts more and
more students to online education. However, many of them encounter serious challenges that
prevent them from completing their courses successfully. Here are the most common problems
faced by students in eLearning and some suggestions on how to overcome them. (1) Adaptability
Struggle. Switching from traditional classroom and face to face instructor training to computer-
based training in a virtual classroom makes the learning experience entirely different for
students. Their resistance to change doesn’t allow them to adapt to the online learning
environment, whereas it takes time for them to get accustomed to Course Management Systems
(CMS) and the methods of computer-based education. While passive listening and notes taking
are expected in a traditional classroom, online discussions or creating a web page demand
springing into action. Students with a “traditional” mindset find it difficult to adapt; however,
they need to accept the new learning circumstances with an open mind and heart. Understanding
the benefits of eLearning and even discussing them with their peers may change this mindset and
better prepare students for online classes. (2) Technical Issues. Many students are not provided
with the high bandwidth or the strong internet connection that online courses require, and thus
fail to catch up with their virtual classmates: Their weak monitors make it hard to follow the
Course Management System and their learning experience becomes problematic. Moreover,
most of them live off campus and find it difficult to keep in tune with the technical requirements
of the chosen course. Some of them don’t even own computers and seek help in Learning
Resource Centers for technical assistance. The only solution to this problem is knowing exactly
what kind of technological support they will need for a certain course before enrolling in it, as
well as properly equipping themselves for the course’s successful completion. (3) Time
Management. Time management is a difficult task for eLearners, as online courses require a lot
of time and intensive work. Furthermore, whereas it is mostly adults who prefer web-based
learning programs for their place and time flexibility, they rarely have the time to take the
courses due to their various everyday commitments. A regular schedule planner would be a
significant help to these learners, as they could even set reminders for their courses and
assignments. (4) Self-Motivation. Self-motivation is an eLearning essential requirement;
however, many online learners lack it, much to their surprise. After enrolling in distance learning
courses, many learners fall behind and nurture the idea of giving up, as difficulties in handling a
technological medium also seem insurmountable. Students need to find the motivation to follow
the new educational trends and also properly equip themselves for future challenges in their
education and careers. Only a positive attitude will help them overcome the challenges in
eLearning; though this is hard to practice, students need to understand that it is necessary in
order to reap the eLearning’s benefits in the future.

Base on Muirhead (2002), there is a need to motivate students with low levels of
independence because online learning lacks face-to-face interaction. Social interaction, on the
other hand, is an inherent feature of traditional teaching approach. Thereby as stated by Irizarry
(2002), offering a class with no complete loss of face-to-face contact is a sufficient solution for
developing a strong sense of belonging in students who would feel isolated in a fully online
course. Blended Learning can be effective in practicing students’ independency as well as
fostering their sense of belonging not allowing them to feel solitary.

From the studies of Stalmirska & Mellon (2021), to understand tourism and events
commuter students' motivations, engagement, and learning experiences, semi-structured
interviews with 14 students at a university in the UK were undertaken. These interviews revealed
that in addition to increased tuition fees which incentivise the presumed cost-effective choice of
commuting, mental health issues appear to be another major reason why commuter students
decide to stay at home for the duration of their course. The findings also indicate that while
commuter students in this study tended to prioritize their academic integration, social integration
with peers and participating in extracurricular activities were lacking, thus hindering their sense of
belonging.

In intending to discover relevant works relating to teachers and students in the time of
COVID-19 pandemic, Petrozini, R. & Petrozini, D. (2020) research concludes that teachers and
guardians of students must give extra effort and support for the learners to be motivated at this
pandemic with the blended learning system. In comparison to traditional — and possibly more
passive — academic learning approaches, blended learning has been shown to have a number of
benefits, including literacy development, better flexibility, more active participation, and the
development of self-controlled learning.

Bandura (1997) identified four sources of self-efficacy: mastery experiences (the previous
successful execution of a similar activity, particularly if perseverance was required); vicarious
experiences (observing one's peers successfully complete an activity); verbal persuasion
(affirmation from others that one can succeed); and emotional state (for instance, the way one
interprets and reacts to feelings of stress). According to (Bandura, 1997) ,mastery experiences are
the most essential aspect of self-efficacy because they prove that one has what it takes to succeed
because they have done it before. In online learning, which tends to take place alone rather than in
the social setting of the classroom, attaining vicarious experiences and verbal persuasion is
difficult. Hence why Blended learning can alleviate these difficulties; not only will students have
flexibility in their learning they can also develop self-efficacy.

Local Studies

Base on Balolong (2020), common challenges posed with the use of blended learning
modality when unidentified and unacted can cause difficulty in learning or even failure in
delivery of lessons. This study investigates the challenges of blended learning which consists of
modular and online distance learning. Results revealed that participants experienced constant
distraction from social media and household chores, low retention, poor mobile data service, less
effective SLM distribution and retrieval system, high internet cost, incapability to attend online
classes, scarce technical resources and anxieties. These challenges were coped by looking for
alternative learning modes and sources, doing proper budgeting and provision of financial
support, practicing time management, changing the MDL system, using reliable mobile data
service, provision of motivation and emotional support, using alternative platforms and sharing
of gadgets and encouragement to learners to attend online classes. Though these coping
mechanisms are not true to all participants, they are still proven to help them overcome those
challenges.

(1) Constant distraction from social media and household chores. The participants’ focus
is usually taken away by social media and household chores that whenever they are working on
their modules or during an online class, they are often interrupted by these distractions. (2) Poor
mobile data service. Though the participants expressed it diffirently; signal, internet connection;
they were haunted by the same problem, the poor mobile data service. When an online class is
upcoming or on-going, it is troublesome for the participants if the internet problem strikes
because it causes lagging of video chat and virtual conference apps which then results to unclear
audio reception or worse, disconnection from the platform. (3) Less effective SLM distribution
and retrieval system. A less effective SLM distribution and retrieval system results to more
complex academic problems such as module tracking, students’ progress monitoring, and
validation of outputs among others, which produces more work for both the teachers and
students. (4) High internet cost. High internet cost is one problem the participants are facing
because in our country, the larger the bandwidth, the higher the cost. For the participants to use
high speed internet, they need to load a much expensive data package. (5) Incapability to attend
online classes. Some participants, specifically the students, are incapable of attending online
classes due to various reasons. It may be the unwillingness to participate, conflicting time
schedule, or cannot afford to buy expensive mobile data package. (6) Scarcity of technical
resources. Scarcity of technical resources such as gadgets and the technical knowhow in using
common virtual platforms is another challenge created by blended learning. It is already a
problem when gadgets and devices are lacking, it is another problem when the participants,
especially the students, do not know how to use it and its different platforms. (7) Anxieties. Since
the pandemic started, students are left alone in their academic struggles, where they work
independently in their activities which result to anxieties and other mental disorders.
 Students have experienced difficulties while learning through blended modality. The use
of alternative learning modes and other sources such as YouTube, Google apps and even vlogs
contribute to understanding basic concepts presented in the modules. Conducting online classes
to explain the topic in a deeper sense is also an option. (1) Proper budgeting and provision of
financial support. Since internet cost and mobile data package is expensive, participants practice
proper budgeting and even provided with financial support to augment their needs for online
learning and internet browsing for additional learning resources. (2) Time management. 
Participants go through time management to deal with distractions while learning through
blended learning. They often do their chores first before working on with their modules, and
attending online classes. (3) Use of reliable mobile data service. As a solution to the poor mobile
data service, the participants chose to use a more reliable mobile data service. They are doing
this by looking for a stronger cellular signal within their location by going out of their house for
better coverage or even buying new wireless modem. (4) Motivation and emotional support.
Parents’ and peers’ motivational and emotional support are necessary during the pandemic as
few of the participants suffer from anxieties. With this coping strategy, participants can
overcome uneasiness and discomforts from working and learning alone. (5) Usage of alternative
platforms and sharing of gadgets. The use of alternative and simpler virtual platforms
encourages and maximizes student participation while sharing of gadgets and devices presents an
opportunity to the less privileged students to experience and learn on a new modality. (6)
Encouragement to attend online class. Attendance to online classes needs encouragement by the
teachers and parents to fully increase student involvement. Teachers even went on to give
incentives or rewards to students who attend online classes. An example of this is the giving of
perfect score on all activities in the module.

In the studies of Lapitan et al. (2021) as cited from Darabi and Jin (2013); Seery and
Donnelly (2012); Seery (2013), the blended online learning strategy is deemed to be the most
practical method to adapt as this combines the advantages of synchronous and asynchronous
strategies. The main motivation in choosing the blended strategy is to increase the student’s
participation in their own learning process rather than quietly sitting during a synchronous
discussion.
 According to Baclig (2020), the Philippine Center for Investigative Journalism (PCIJ)
cited the survey in a report, saying 13 percent of respondents did not have laptops or computers.
Out of the 87 percent who had gadgets, only 41 percent had internet connections. The survey
also found that 49 percent had mobile phone signals but no internet connections in their
households. At least 10 percent didn’t have both. The difficulties of access to information
communication technology (ICT) are felt most by students. Children from impoverished areas
were likely to be at a disadvantage at the start of classes.

As specified by Tan (2018) the educational approach toward the blended learning
environment require the learners to be actively involved, hence science educators with blended
learning environment should accommodate instructional strategy and materials and assess
student’s science practical skills. The implemented blended learning approach need further
investigation by looking at the goal structures and other combined learning strategies and assess
students’ academic learning outcomes. In accordance with the students’ science practical skills
development, various teaching methods should be adopted. Course contents should be
determined with the aim of improving science practical skills of the students.

The University must have procedures in place for implementation of a flexible learning.
CHED COVID Advisory 6, advices HEIs to “conduct an inventory of all their constituents and
categorize those who are coming from localities with and without COVID-19 positive cases.
HEIs shall put up mechanisms to monitor the health of its students, faculty and staff, especially
those coming from COVID-19 positive areas, and ensure that they get appropriate health care if
they are ill” (Abisado, 2020).

Synthesis

Blended learning has the capacity to increase students' self-efficacy due to the
accessibility of information online that they can interact with individually. The use of digital
engagement tools, like CourseKey Engage can also increase student engagement, as by providing
digital opportunities for engagement, students who are not comfortable sharing in front of their
peers' can be noticed by educators that they have more engagement online. In a blended learning
model, students have more control over their learning, where they can complete their online
portion requirements in accordance to their schedule, enabling them to balance schoolwork and
external obligations. The integration of technology in learning provides benefits such as a more
flexible learning opportunities and supporting students to be able to learn independently.
Technology not only offers the advantageous ease and speed of accessing information and
material content, but the presence of media also can make learning more interactive and
interesting. The environment in blended learning can prosper students’ cognizance over their
learning experiences and social interactions. Students attending in-person classes a few times per
week, having to complete almost all their requirements at home, can foster an environment that
ensures the safety of staff and students. These factors support the need for education to reposition
from the traditional pedagogical practices, to a broader learning spectrum that offer teacher-
student interactions, along with peer interaction and a digital online interaction.

In the Philippines blended learning is still considered new and young. The growing
demand for it possesses problems and challenges that are noteworthy to investigate as it hinders
effective and efficient delivery of teaching and learning. For an effective implementation of
blended learning, teachers are necessary instruments; hence the conduct of professional
development is vital. Covid-19 has affected the educational system, technology is considered by
many as a "holy grail" that can address the constraints it brought. However, the readiness of the
teachers determines its success, which is the reason a responsive, appropriate, and relevant
teacher preparation should be developed for an efficient and effective instructional
implementation in the future. Blended learning has the component of eLearning, Adaptability
Struggle, Technological Issues, Time Management, and Self-Motivation are the most common
problems faced by students in eLearning. Other identified challenges students faced in eLearning
is that they experienced constant distraction from social media and household chores, low
retention, poor mobile data service, less effective SLM distribution and retrieval system, high
internet cost, incapability to attend online classes, scarce technical resources, and anxieties.
These challenges were coped by looking for alternative learning modes and sources, doing
proper budgeting and provision of financial support, practicing time management, changing the
MDL system, using reliable mobile data service, provision of motivation and emotional support,
using alternative platforms and sharing of gadgets, and encouragement to learners to attend
online classes. These problems are needed to be addressed for students’ personal development
and improved academic performance.
 In addition to increased tuition fees, those living far from their schools suffer from
commuting expenses, a major reason why commuter students favor online learning, along with
mental health issues as living in distant place can affect social integration with peers and
participating in extracurricular activities, thus it hinders their sense of belonging. In blended
learning model commuter students can alleviate these issues as it offers both, online learning and
in-person classes, reducing their expenses and nurturing their sense of belonging not allowing
them to feel solitary. The blended online learning strategy is deemed to be the most practical
method to adapt as this combines the advantages of synchronous and asynchronous strategies.
Blended learning has been shown to have a number of benefits, including literacy development,
better flexibility, more active participation, and fostering self-efficacy, but along with them are
the problems and challenges that are still notably needed for further studies to investigate.

Chapter III

Methodology

This chapter deals with the research methodology that the researcher used when carrying
out a research. This includes the research design, locale of the study, participants and sampling
techniques, research instruments, data gathering procedure, and statistical treatment and analysis.
This research is a descriptive research method.

Research Design

The descriptive research method primarily focuses on describing the subject of the
research without asking why it happens. The researcher used this type of method since the
researcher’s focus is to identify the challenges encountered by Science, Technology, Engineering
and Mathematics (STEM) students during the implementation of blended learning in Mount
Carmel School of Maria Aurora, Inc. (MCSMA).

Survey questionnaire is the type of descriptive research instrument that is being used in
order to gather important data that can be analyzed for frequencies, averages and patterns. After
the data gathering is the tallying of results that will be discussed in the conclusion and make a
recommendation.
Locale of the Study

This study was conducted at Maria Aurora particularly the researcher mainly focuses on
Mount Carmel High School formerly Mount Carmel School of Maria Aurora Incorporated that is
located at Silvestre St., Barangay 02, Maria Aurora, Aurora.

Figure 1: Vicinity Map

Participants and Sampling Technique

In this study, a simple random sampling was used as the sampling technique where the
chosen respondents are the grade 11 and grade 12 STEM students of Mount Carmel School of
Maria Aurora, Inc. The target respondents that will be the source of data of this study were
seventy five (75) STEM students from Senior High School of Mount Carmel School of Maria
Aurora, Inc. Forty-three (43) students from grade 11-STEM A, Forty-one (41) students from
grade 11-STEM B, and Forty-two (42) students from grade 12-STEM, a population consisting of
a hundred and twenty six students’ (126).

Research Instrument

The main instrument used by the researcher to gather and collect necessary information is
in the form of survey questionnaire. The questionnaire is composed of two parts. The first part is
the profile of the respondents, where some personal information is asked and the second part is
the question proper that is composed of three survey questions, the challenges that the students
faced during the implementation of blended learning, the overcoming techniques that the
students do to overcome the challenges encountered in the implementation of blended learning,
and the benefits that students gain in the implementation of blended learning. The questionnaire
was answered based on the response of the student-respondent through putting a check on the
choices (yes or no).

Data Gathering Procedure

The researcher strictly follows the systematic process in formulating research project to
make sure the objectivity and authenticity of the information. The following are the steps
conducted by the researchers:

 Selection of the topic and possible problem of the study for research proposal
 Approval of the topic and research problem
 Formulating background and it’s setting
 Finding some studies and literature to support the topic
 Conducting a question, that will be used for survey
 Collecting some data that is needed through the use of google forms
 Conduct a tally to determine the result of the needed data
 Formulating chapter 3 to chapter 5
 For the final output the researcher will organize, summarize, analyze and interpret the
data.

Statistical Treatment

The researcher used the following formula to analyze the results of the survey.

P=f /n ×100 %

Where:

P is the percentage

f is the frequency of the students answered to that question

n is the number of respondents

Chapter IV

Presentation, Analysis and Interpretation

This chapter presents the analysis of the challenges encountered, overcoming techniques
and benefits during the implementation of blended learning and also interprets the data gathered
in order to draw out important information and significant points about the Challenges
Encountered by Science, Technology, Engineering and Mathematics (STEM) Students during
the Implementation of Blended Learning in Mount Carmel School of Maria Aurora, Inc.
(MCSMA).

Table 1: Profile of the Respondents

Indicators
14 1.33%
15 1.33%
Age 16 53.33%
17 30.67%
18 13.33%
Table 1 shows the age of the respondents. The age group with the highest response rate was 16-
year-olds with 53.33%. While the lowest response rate, with 1.33%, was among those between
the ages of 14 and 15.

Table 2: Gender of the respondents

Indicators
Female 52%
Gender Male 41.30%
Others 6.70%
Table 2 shows the gender of the respondents. The majority of responders were female with a
total of 52%. While 5 students, or 6.70% of the participants in this study, indicate that they prefer
others as their gender preference.

Table 3: Grade level of the respondents

Indicators
11 66.70%
Grade Level
12 33.30%
Table 3 shows the grade level of the respondents. 66.70% of the respondents are in grade 11.
And the remaining 33.30% are in grade 12.

Table 4: Challenges that the students faced during the implementation of blended learning

Indicators Yes No

i. Do you get constant distraction from social media and household

92% 8%
chores?
ii. Do you experience poor data mobile services? 96% 4%
iii. Do you think blended learning has a less effective Learning
70.67% 29.33%
Management System?
iv. Do you pay for a high internet cost? 77.33% 22.67%
v. Have you experienced the incapability to attend online class? 89.33% 10.67%
vi. Do you encounter lack of technical resources? 77.33% 22.67%
vii. Do you experience anxiety? 78.67% 21.33%
viii. Do you experiences having trouble with transportation and/or
80% 20%
commuting?
ix. Do you think you have poor budgeting skills and low financial
62.67% 37.33%
support?
x. Do you experience adaptability struggle? 80% 20%
Item (i): The majority of the respondents answered yes, with percentage distribution of 92%.
And no, with percentage distribution of 8%. In accordance with Balolong (2020), the
participants’ focus is usually taken away by social media and household chores that whenever
they are working on their modules or during an online class, they are often interrupted by these
distractions.

Item (ii): The majority of the respondents answered yes, with percentage distribution of 96%.
And no, with percentage distribution of 4%. According to Balolong (2020), though the
participants expressed it differently; signal, internet connection; they were haunted by the same
problem, the poor mobile data service. When an online class is upcoming or on-going, it is
troublesome for the participants if the internet problem strikes because it causes lagging of video
chat and virtual conference apps which then results to unclear audio reception or worse,
disconnection from the platform.

Item (iii): The majority of the respondents answered yes, with percentage distribution of 70.67%
while the remaining 29.33% answered no. Conforming to Balolong (2020), challenges of
blended learning encountered by students are constant distraction from social media and
household chores, low retention, poor mobile data service, less effective SLM distribution and
retrieval system, high internet cost, incapability to attend online classes, scarce technical
resources and anxieties. Similar to this, (Stalmirska & Mellon, 2021) conducted a research that
revealed that despite the commuter students prioritizing their academic integration and social
integration with peers they lack in participation in extracurricular activities, thus hindering to
create or to have stronger bond with other students.

Item (iv): The majority of the respondents answered yes, with percentage distribution of 77.33%
while the remaining 22.67% answered no. From the study of Balolong (2020), high internet cost
is one problem the participants are facing because in our country, the larger the bandwidth, the
higher the cost. For the participants to use high speed internet, they need to load a much
expensive data package.

Item (v): The majority of the respondents answered yes, with percentage distribution of 89.33%.
And no, with percentage distribution of 10.67%. Base on Balolong (2020), some participants,
specifically the students, are incapable of attending online classes due to various reasons. It
maybe the unwillingness to participate, conflicting time schedule, or cannot afford to buy
expensive mobile data package.
Item (vi): The majority of the respondents answered yes, with percentage distribution of 77.33%.
And no, with percentage distribution of 22.67%. According to Balolong (2020), scarcity of
technical resources such as gadgets and the technical know-how in using common virtual
platforms is another challenge created by blended learning. It is already a problem when gadgets
and devices are lacking, it is another problem when the participants, especially the students, do
not know how to use it and its different platforms. In addition, as stated by Kumar (2015), many
students are not provided with the high bandwidth or the strong internet connection that online
courses require, and thus fail to catch up with their virtual classmates: Their weak monitors make
it hard to follow the Course Management System and their learning experience becomes
problematic. Moreover, most of them live off campus and find it difficult to keep in tune with the
technical requirements of the chosen course. Some of them don’t even own computers and seek
help in Learning Resource Centers for technical assistance. The only solution to this problem is
knowing exactly what kind of technological support they will need for a certain course before
enrolling in it, as well as properly equipping themselves for the course’s successful completion.

Item (vii): The majority of the respondents answered yes with 78.67%. And no, with percentage
distribution of 21.33%. In line with Balolong (2020), since the pandemic started, students are left
alone in their academic struggles, where they work independently in their activities in which
result to anxieties and other mental disorder.

Item (viii): The majority of the respondents answered yes, with percentage distribution of 80%.
And no, with percentage distribution of 20%. With a study conducted by Stalmirska & Mellon
(2021) about the commuter students encounters, this revealed that increased tuition fees, high
cost for commuting (via public transport or even private), travel that is both stressful and tiring
even for them to relax, and time-consuming as sometimes the transport becomes late, making
them be late or even miss classes result into physical, mental, and financial problems for the
students.

Item (ix): The majority of the respondents answered yes with 62.67%. And no, with 37.33%. In
accordance to the research done by Balolong (2020), students have low financial support, lacking
the budget to buy gadgets, pay for internet and data packages as it is expensive, resulting in
unavailability for students to join classes.
Item (x): The majority of the respondents answered yes, with percentage distribution of 80%.
And no, with percentage distribution of 20%. According to Kumar (2015), switching from
traditional classroom and face to face instructor training to computer-based training in a virtual
classroom makes the learning experience entirely different for students. Their resistance to
change doesn’t allow them to adapt to the online learning environment, whereas it takes time for
them to get accustomed to Course Management Systems (CMS) and the methods of computer-
based education. While passive listening and notes taking are expected in a traditional classroom,
online discussions or creating a web page demand springing into action. Students with a
“traditional” mindset find it difficult to adapt; however, they need to accept the new learning
circumstances with an open mind and heart. Understanding the benefits of eLearning and even
discussing them with their peers may change this mindset and better prepare students for online
classes.

Table 5: Overcoming techniques that the students do to overcome the challenges

encountered in the implementation of blended learning

Indicators Yes No

i. Does having time management help you cope up with blended

94.67% 5.33%
learning system?
ii. Do you think the usage of alternative online platforms is useful? 89.33% 10.67%
iii. Do you think an encouragement to attend online classes helps you
85.33% 14.67%
overcome the challenges of blended learning system?
iv. Do you think motivational and emotional support inspire you to
89.33% 10.67%
conquer the hindrances of blended learning system?
v. Do you consider that having proper budgeting and provision of
financial support helps you overcome the troubles your face 94.67% 5.33%
because of blended learning system?
vi. Do you tend to realize that alternative learning modes and sources
92% 8%
can help you cope up with the blended learning classes?
Item (i): 94.67% of the respondents answered yes and the remaining 5.33% answered no. In
accordance with Kumar (2015), time management is a difficult task for eLearners, as online
courses require a lot of time and intensive work. Furthermore, whereas it is mostly adults who
prefer web-based learning programs for their place and time flexibility, they rarely have the time
to take the courses due to their various everyday commitments. A regular schedule planner
would be a significant help to these learners, as they could even set reminders for their courses
and assignments.

Item (ii): The majority of the respondents answered yes, with percentage distribution of 89.33%.
And no, with percentage distribution of 10.67%. A study by Balolong (2020), reveals that using a
different online platform to conduct a class provides an easier access to join classes for those
students who aren’t privileged. A teacher planned to use a former Messenger feature called
“Messenger Rooms” as it absorbs smaller data unlike Google Meet.

Item (iii): The majority of the respondents answered yes, with percentage distribution of 85.33%.
And no, with percentage distribution of 14.67%. Conforming to Balolong (2020), attendance to
online classes needs encouragement by the teachers and parents to fully increase student
involvement. Teachers even went on to give incentives or rewards to students who attend online
classes. An example of this is the giving of perfect score on all activities in the module.

Item (iv): 89.33% of the respondents answered yes and the remaining 10.67% answered no.
According to Petrozini, R. & Petrozini, D. (2020), they conclude that teachers and guardians of
students must give extra effort and support for the learners to be motivated at this pandemic with
the blended learning system. Furthermore, from the study of Balolong (2020), shows that
showing emotional and motivational support by parents and peers for students may help them
cope up with the struggles and also the uneasiness they face during lockdown.

Item (v): 94.67% of the respondents answered yes and the remaining 5.33% answered no. With
the conducted research of Balolong (2020), it states that being financial literate help the students’
guardians to spend their money wisely especially on the needs of the students to be fulfilled.

Item (vi): The majority of the respondents answered yes, with percentage distribution of 92%.
And no, with percentage distribution of 8%. A research by Balolong (2020), have said that the
usage of alternative learning modes and other information sources served as the students and
teachers’ coping mechanism. Sources of knowledge such as YouTube videos, websites and
Google apps have helped students to be able to obtain information and guide them on answering
their modules, while during online classes, teachers will further assess the students.

Table 6: Benefits that students gain in the implementation of blended learning

Indicators Yes No

i. Do blended learning programs provide a safer learning

84% 16%
environment?
ii. Does blended learning increases student’s engagement? 61.33% 38.67%
iii. Students have more self-sufficiency over their learning? 74.67% 25.33%
iv. Do you think that this system can improve academic performance? 64% 36%
v. Do you consider that this system can improve student’s
54.67% 45.33%
attendance?
vi. Do you think blended learning can reduce academic pressure
64% 36%
amongst students?
Item (i): The majority of the respondents answered yes, with percentage distribution of 84%.
And no, with percentage distribution of 16%. In line with Weitzel (2021), blended learning
programs provide a safer learning environment. By having students complete much of their
coursework at home and only requiring in-person attendance a few times per week, institutions
can create a learning environment to keep staff and students safe.

Item (ii): The majority of the respondents answered yes, with percentage distribution of 61.33%.
And no, with percentage distribution of 38.67%. In accordance with Weitzel (2021), blended
learning also increases student engagement. Studies have shown that blended learning increases
engagement by providing different opportunities for student engagement using digital
engagement tools, like those available through CourseKey Engage. By providing digital
opportunities for engagement, educators may see more engagement online from those students
who aren’t as comfortable sharing in front of their peers in-person.

Item (iii): 74.67% of the respondents answered yes and the remaining 25.33% answered no.
According Weitzel (2021), students have more autonomy over their learning in a blended
learning model, students can partake in the online portion of class and look over class materials
anywhere they have internet access, allowing them to choose where they work. In addition,
students can complete the online portion when it fits their schedule, enabling them to more
effectively balance schoolwork and external obligations. For adult learners especially, a sense of
autonomy and control over their learning experience is essential for success. In conclusion, the
student’s academic performance is improved with blended learning.

Item (iv): The majority of the respondents answered yes, with percentage distribution of 64%.
And no, with percentage distribution of 36%. Weitzel (2021) concluded in his study that the
student’s academic performance is improved with blended learning. When DeHart Technical
School implemented blended learning, it improved attendance rates by 11% and on-time
graduation rates by 23%.

Item (v): 54.67% of the respondents answered yes and the remaining 45.33% answered no. From
the study of Stockwell, Stockwell, Cennamo, & Jiang (2015), they discovered that blended
learning courses improved face-to-face class attendance, self-report measures of student
satisfaction, and test scores.

Item (vi): The majority of the respondents answered yes, with percentage distribution of 64%.
And no, with percentage distribution of 36%. According to Syahrawati, Susantini, & Indana
(2022) as cited from Utomo & Wihartanti (2019), the integration of technology in learning
provides benefits such as more flexible learning opportunities without being bound by
space and time, as well as supporting students to be able to learn independently. Technology
can be used to support the learning process. The advantages offered are not only the ease
and speed of accessing information or material content, but also the presence of the
media that can make learning more interactive and interesting.

Chapter V

Summary, Conclusion and Recommendation

I. Summary

This study was conducted to the STEM Students of Mount Carmel School of Maria
Aurora (MCSMA), Inc. The instrument used to gather data was questionnaire - Nominal Scale.
Descriptive method was used in this study. On the respondent profile were name, gender and
age.

The finding of this study is to determine the challenges encountered by STEM Students
during the implementation of blended learning in Mount Carmel School of Maria Aurora, Inc.
(MCSMA). The first chapter of this research provides a general background about the
implementation of blended learning. The researchers look for other theories, statement, and
reference for information need. The analysis of data made use of statistical procedures such as
frequency, percentage, and cross tabulation. This study aims to find out the appropriate answers
to the following questions:

1. What challenges did STEM students face as blended learning was implemented?
2. How can STEM students overcome difficulties with the implementation of blended
learning?
3. What benefits do STEM students gain from the implementation of blended learning?
II. Conclusion

Based on the data gathering of the researchers, the following conclusions were drawn:

1. Significant portion of the respondents concur that social media and household
chores serve as constant distractions. Also, it is demonstrated that the respondents
have poor mobile data services. Most responses indicate that they believe blended
learning has a less effective learning management system, that they are not good at
setting budgets, and that they receive little financial support. Furthermore, most of
the respondents concurred that they pay a high price for internet access and struggle
with a lack of technological resources. The majority of respondents also experienced
difficulty getting to class. In addition, most of the respondents said they struggle
with anxiety, and said that they had problems with transportation, commuting, or
both, as well as adaptability.
2. The respondents believe the utilization of alternative online platforms is beneficial,
and they feel that time management skills are necessary to deal with blended
learning. The majority of respondents believe that encouraging students to take
online courses will allow them to overcome the difficulties of the blended learning
system, and many believe that emotional and motivational support will help them to
 overcome these difficulties. Additionally, most of the respondents are aware that
using alternative learning methods and resources can help them keep up with the
blended learning sessions, and believe that having a proper budget and providing
financial support helps to resolve the issues brought on by the blended learning
system.
3. The findings revealed that STEM students are having a lot of benefits gaining in the
implementation of blended learning. It was found that blended learning programs
offer a safer learning environment, and the respondents agreed that blended learning
increases student engagement, they also agreed that students have more control over
their learning, and believed that blended learning systems can improve student
attendance, also blended learning systems can both improve academic performance
and can reduce a student's dropout rate.

Therefore, the researchers conclude that the students can resolve their challenges not just
by themselves but also with the help of other people who surround them amidst the
implementation of Blended Learning System. Students will enjoy the new environment of
learning.

III. Recommendation

After thorough assessment and considering the foregoing findings and conclusions of the
study, the researchers would like to make the following recommendations:

1. Students. They should learn to manage their time and invest in a daily planner for
assignments, exams, and events. Seek academic advising if you are having a lot of
problems and a hard time with the blended learning system.
2. Teachers. They should motivate students to overcome their problems. They should
encourage students to attend an online classes. Students have different learning styles;
facilitate the student’s learning process. Teachers still need to use their judgment to reach
out to students to offer support and listen to student concerns. Adapts to the needs of the
students; so students can study at their own pace and get the most out of their learning
process.
3. Future Researchers. They may replicate this study in order to compare results in other
school divisions and use the result of this study as a reference.
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RESEARCH QUESTIONNAIRE

The aim is to gather and collect necessary information to make the study entitled
“Challenges Encountered by Science, Technology, Engineering and Mathematics (STEM)
Students during the Implementation of Blended Learning in Mount Carmel School of Maria
Aurora, Inc. (MCSMA)” possible. All information will be used for educational purpose only.

PART I: PROFILE OF RESPONDENTS

Name (Optional):

Age:

Gender: ____Male ____Female Others

Grade Level:

PART II: QUESTIONS

DIRECTIONS: Please indicate your answer with each statement by means of putting check
mark (√) in the box that corresponds to your response.
 Challenges that the students faced during the implementation of blended Yes No
learning
Do you get constant distraction from social media and household chores?
Do you experience poor data mobile services?
Do you think blended learning has a less effective Learning Management System?
Do you pay for a high internet cost?
Have you experienced the incapability to attend online class?
Do you encounter lack of technical resources?
Do you experience anxiety?
Do you experiences having trouble with transportation and/or commuting?
Do you think you have poor budgeting skills and low financial support?
Do you experience adaptability struggle?
Overcoming techniques that the students do to overcome the challenges Yes No
encountered in the implementation of blended learning
Does having time management help you cope up with blended learning system?
Do you think the usage of alternative online platforms is useful?
Do you think an encouragement to attend online classes helps you overcome the
challenges of blended learning system?
Do you think motivational and emotional support inspire you to conquer the
hindrances of blended learning system?
Do you consider that having proper budgeting and provision of financial support
helps you overcome the troubles your face because of blended learning system?
Do you tend to realize that alternative learning modes and sources can help you cope
up with the blended learning classes?
Benefits that students gain in the implementation of blended learning Yes No
Do blended learning programs provide a safer learning environment?
Does blended learning increases student’s engagement?
Students have more self-sufficiency over their learning?
Do you think that this system can improve academic performance?
Do you consider that this system can improve student’s attendance?
Do you think blended learning can reduce academic pressure amongst students?