Learning Experiences of Social Studies Teachers in Blended Modality: A Phenomenology

Abstract

The pandemic has indeed drastically changed the way education is delivered, and the ways in which teachers creatively hone student’s mind based on existing curricula. In particular, the online blended distance learning is a topic of interest, hence, this phenomenological study seeks to probe using in-depth interviews the struggles, coping mechanism, and educational insights of social studies teachers. A total of thirteen (13) participants were chosen using non-probability purposive sampling method and data was analyzed using Colaizzi’s thematic analysis. Only Araling-Panlipunan teachers from secondary basic education schools were chosen to participate in the semi-structured interviews. Based on the findings, it was revealed that the participants had faced struggles in the implementation of the online blended distance learning, which are encompassed by the following themes: (i) Struggles in terms of Connectivity and Technological Issues, (ii) Lack of Time in checking the outputs of the students, and (iii) Grappling Need for contextualized delivery of modified instructional materials with its two subthemes, (a) Design of educational resources (i.e., modules, videos, alternative activities) and (b) Delivery of instructions and assessment of performance. They also utilized coping mechanisms such a (i) flexibility and initiative, (a) effective time management, and (b) embracing change and adaptation in the new normal education. Lastly, when asked about their educational insights, the following themes emerged (i) Be Conversant about Contemporary Issues, (ii) Empower Oneself with Dynamic Learning Environment, and, (iii) Improving Competence in Technology and Internet Exploration.