TEACHING DIFFICULTIES AND BLENDED LEARNING APPROACHES IN THE NEW NORMAL

Joan  L. Clerigo,; Marites  B. Chan,

TEACHING DIFFICULTIES AND BLENDED LEARNING APPROACHES IN THE NEW NORMAL

Abstract:

With the promotion of blended learning education due to the current health crisis, the study aimed to determine the relationship between teaching difficulties and blended learning approaches. Utilizing a correlational research design using a survey method, this study involved public elementary school teachers identified through universal sampling from four schools in Paquibato District (Lasang), a district preferred by the researcher due to proximity and access. A validated and pilot-tested questionnaire was used to gather the necessary data. To analyze the data, mean, Pearson-r and linear regression were used. The overall level of teaching difficulties of elementary teachers in terms of delivery, monitoring and assessment is described as moderate. Likewise, the overall level of blended learning approaches elementary teachers in terms of learner-content, learner-instructor, and learner-learner was of high level. There is a significant inverse moderate relationship between teaching difficulties and blended learning approaches of elementary teachers. The indicators of Delivery, Monitoring, and Assessment significantly influence the blended learning approaches of elementary teachers. In the future, more faculty will become interested in online instructional approaches, and the level of resources and support at institutions will increase. Current trends show that online education is the future, and blended learning can be a great way to prepare educators and institutions for making the transition to online teaching.

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