BLENDED LEARNING IMPLEMENTATION: THE LIVED EXPERIENCES OF THE SENIOR HIGH SCHOOL STUDENTS IN THEIR ENGLISH SUBJECTS

Abstract

This study, entitled "Blended Learning Implementation: The Lived Experiences of the Senior High School Students in their English Subjects," was conducted to analyze the lived experiences of the students in English subjects during blended learning implementation. This study employed a phenomenological qualitative research approach. Students in Grade 12 who have participated in blended learning for more than two (2) years made up the participants. Six (6) participants were selected. In-depth questions concerning their perception were posed to them using validated questionnaires. Thematic coding was used to evaluate and understand the data. Participants shared their experiences of their struggles during the blended learning mode which include lack of knowledge, poor internet connection, and difficulty in approaching teachers. However, participants also shared their experiences of the opportunities they encountered during the blended mode of learning which include teamwork, self and time management, and learning new words. In addition, participants also shared their experiences on handling English subjects during blended learning implementation which include practicing self-study, enhancing reading comprehension, and learning the importance of communication. Moreover, participants expressed their perception of the impact of unpremeditated blended learning and how it affects their academic growth as students. According to them, it widened their vocabulary, established interconnectedness with other subjects, boosted their self-esteem, and their enhanced writing skills. Finally, students’ hope and aspirations include asset for job opportunities, happiness, and more interactions