Beyond the Classroom: College Students’ Experiences on Blended Learning as a Foundation for Enhancing Flexible Learning in Higher Education

Beyond the Classroom: College Students’ Experiences on Blended Learning as a Foundation for Enhancing Flexible Learning in Higher Education | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Beyond the Classroom: College Students’ Experiences on Blended Learning as a Foundation for Enhancing Flexible Learning in Higher Education June Michael Banlat Antone, Vannieza Mae P. Angub, Mary Grace A. Altamarino, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7102346/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study examines the extent of students’ perceived experiences on blended learning modality in an institution of higher education in the remote area of Mindanao, Philippines. It utilized a descriptive-survey research method, employing a validated researchers-made questionnaire to gather the necessary data. The 600 respondents representing 30% of the total population were obtained using random sampling technique. The weighted mean and Kruskal Wallis H-Test were the numerical measures used for the data analysis. The study revealed that the extent of students’ positive experiences was described as “Often Experienced” in terms of flexibility of time and place, resource materials, and availability of support. On the other hand, the extent of students’ negative experiences was described as “Often Experienced” in terms of low internet connection, lack of gadgets available, financial problems, and difficulty of doing multi-tasks. When respondents were grouped by college, there existed a highly significant difference on the extent of positive and negative experiences of the students in the blended learning modality. The post hoc test using Dunnett T3 test revealed that CBA students on the positive experience of the blended learning caused existence of the difference among the colleges under study. On the other hand, CAF students caused the existence of difference on the negative experience on blended learning activity. Educational Psychology Special Education Perceived Experiences Blended Learning Distance Modality College Students Higher Education 1 Introduction The Corona virus Disease 2019 (COVID-19) pandemic had a profound and far-reaching impact on education worldwide. To contain the spread of the virus and reduce infections, many countries, including the Philippines, took the difficult decision to temporarily close educational institutions. According to UNESCO estimates, this closure affected more than 1.2 billion learners globally, with over 28 million learners in the Philippines alone (Unesco, 2020 ). In response to these unprecedented challenges, educational leaders recognized the need to embrace the “new normal” in education, which is a hybrid approach to education that combines traditional classroom instruction with online learning. The Commission on Higher Education (CHED) (2020) in the Philippines empowered Higher Education Institutions (HEIs) with academic freedom, requiring them to implement available distance learning, e-learning, and other alternative modes of delivery for students. This shift aimed to strengthen educational planning and prioritize the health and safety of students while ensuring the provision of quality, inclusive, and accessible education. Amidst these changes, several universities across the Philippines adopted their policies regarding instruction and class openings, with the Jose Rizal Memorial State University (JRMSU) in Zamboanga del Norte implementing the Flexible Learning System. This system allows students to choose between online and modular classes. In an online class, students attend virtual classes using gadgets and internet connectivity. They access their course content, readings, lecture materials, and assignments through online platforms like google classroom, email etc. (Zayapragassarazan, 2020 ). These materials are often organized into modules or units. Interaction with teachers occurs primarily through digital communication channels, such as email, messaging apps, or virtual conferencing tools like Zoom or Microsoft Teams. Students can ask questions, seek clarification, or request assistance from their instructors through these channels. They typically submit their assignments, essays, projects, and other coursework electronically through designated submission portals. This process often involves uploading digital files or completing tasks online (Lam et al., 2022). Thus, teachers provide feedback and assess students’ work digitally. They used annotation tools, comments, or audio/video recordings to offer constructive feedback on assignments. In a modular class, the course materials, including readings, videos, quizzes, and assignments, are typically provided within each module. Students access these resources through an online platform or learning management system (Munyaradzi et al., 2022 ). Students communicated with their teachers through digital channels, such as email, discussion forums, or messaging apps. Teachers may provide guidelines, answer questions, and offer support as needed. As students work through each module, they engage with the content and complete associated assignments or assessments. The submission of outputs often corresponds to the completion of these module-specific tasks (Dongwe et al., 2022). Students have the flexibility to progress through the modules at their own pace. They can choose when and how to engage with each module, allowing for individualized learning and accommodating various learning styles and schedules. As the COVID-19 situation worsened in the country, blended learning emerged as a popular pedagogical approach. Blended learning combines face-to-face instruction with online learning, offering students versatile and flexible learning experience. Educational institutions recognized the need to adapt the changing landscape of modern education and embraced this approach to facilitate continuous learning in a safe and effective manner (Magsambol, 2021 ). With the ongoing evolution of the educational landscape, it becomes crucial to examine students’ experiences in this kind of educational environment. Evaluating the experiences of blended learning among college students will help educational institutions refine their approaches and ensure that students receive the best education during these challenging times. By staying responsive and innovative, educators can continue to navigate the uncertainties brought on by the pandemic while maintaining their commitment in providing quality education to every student. The experiences in the blended learning modality encompass both positive and negative aspects, as reported through students’ personal experiences and feedback. Among the positive experiences were flexibility of time and place, resource materials and availability of support. While negative experiences include low internet connection, lack of gadgets available, financial problems, and difficulty of doing multi-tasks. It is worth noting that these reported experiences align with the findings of various studies conducted by researchers such as Singh et al. ( 2021 ), Ricotta et al. ( 2022 ), Jowsey et al. ( 2020 ), Cullinan et al. ( 2021 ), Mhlanga ( 2021 ), Batac et al. ( 2021 ), and Wolters and Brady ( 2020 ). However, no study has been conducted in remote areas such as in Zamboanga del Norte, Mindanao. Thus, this study sought to determine the extent of students’ perceived experiences in blended learning modality at a premier university of Zamboanga del Norte, specifically, Jose Rizal Memorial State University. 2 Literature Review For several decades, universities and institutions devoted to distance and open education have been pioneers in adopting up-to-date technologies to improve access to educational opportunities. Over time, distance education operations have undergone a noteworthy changes, evolving through five distinctive generations (Aoki, 2012 ). This shed light on the development of blended learning by examining each generation’s key features, beginning with the Correspondence Model and concluding with the latest paradigm, the Intelligent Flexible Learning Model (Aoki, 2012 ; Güzer & Caner, 2014 ; Pregowska et al., 2021 ). These are the models that shaped the creation of blended learning. 2.1 First Generation: The Correspondence Model The first generation of distance education was created on the Correspondence Model, which relied basically on black and white technology. In this model, course materials, assignments, and communication were preponderantly exchanged through postal services. Learners were involved in independent study, receiving physical learning materials and submitting completed assignments for evaluation by way of mail. This educational method opened up new learning opportunities for students in remote area but lacked real-time interaction and direct feedback (Aoki, 2012 ). 2.2 Second Generation: The Multi-media Model With the coming of advance technology, the Multi-media Model arose as the second generation. This educational model offers audio and video technologies as supplementary to printed educational resources thereby improving the quality of educational content. Learners accessed instructional sources by way of audio cassettes, video recordings, and printed materials. The Multi-media Model fostered a more changing learning experience and enhanced student’s involvement in the learning process without coexistent communication capabilities (Güzer & Caner, 2014 ). 2.3 Third Generation: The Telelearning Model With the emergence of telecommunications technologies, the Telelearning Model existed. This model introduced the utilization of telecommunication tools, such as video conferencing and interactional telecommunication systems, to conduct synchronous communication between learners and teachers. The Telelearning Model expedited real-time interactions, virtual classrooms, and remote classes, simulating traditional classroom experiences from a distance (Pregowska et al., 2021 ). 2.4 Fourth Generation: The Flexible Learning Model The coming of the Internet led to the introduction of the Flexible Learning Model known as the fourth generation, Distance education happened by way of online delivery through the Internet. This revolutionized distance education, offering the learners with flexibility in accessing course resources and participating in discussions online with their teachers. Asynchronous communication technology, like email and discussion forums, allowed learners to interact with teachers and peers at their convenient time, eliminating geographical differences and time constraints (Pregowska et al., 2021 ). 2.5 Fifth Generation: The Intelligent Flexible Learning Model Created based on foundation of the previous four generations, the fifth and latest generation existed, the Intelligent Flexible Learning Model. This model introduces the advancements in artificial intelligence, data analytics, and personalized learning algorithms to create a more accommodating and custom-made learning experience. By analyzing individual learning patterns, the Intelligent Flexible Learning Model offers content and learning tract to meet each learners’ educational needs and preferences which are best for their educational journey (Pregowska et al., 2021 ). 2.6 Positive Experiences (Pros) on Blended Learning 2.6.1 Flexibility of time and place Rasheed et al. ( 2020 ) revealed that blended learning is a pedagogical approach combining face-to-face instruction with online learning. It has gained immense popularity in recent years because it offers the flexibility to students to study anywhere. It enables learners to engage with course content beyond physical classrooms, promoting autonomy and self-regulation. Likewise, having flexibility in studying empowers students to prefer study hours based on personal choices and commitments, facilitating better work-life balance and personalized learning experiences. Moreover, students can spend time efficiently by studying at their own pace and it allows learners to accomplish schoolwork based on their schedules and preferred study environments, fostering a sense of ownership over their education. Lastly, the convenience of studying whenever and wherever is convenient positively affects student satisfaction and promotes inclusivity in learning opportunities. Many studies have highlighted the positive impacts of blended learning on student motivation, engagement, and learning outcomes. For instance, the having flexible time to study promotes a learner-centered approach, enhancing student autonomy and self-regulation (Sandanayake, 2019 ). Moreover, blended learning provides for better work-life balance and studies, benefiting students with various responsibilities (Gambari et al., 2018 ; Hew & Cheung, 2013 ). The preference to study at one’s own pace has shown to improve academic performance and reduce stress (Alamri et al., 2021 ; McCutcheon et al., 2015 ). Additionally, the liberty to manage schoolwork based on personal schedules promotes a sense of ownership and motivation (Rasheed et al., 2020 ). Lastly, the comfort of blended learning significantly affect student satisfaction, inclusivity, and better performance (Gao et al., 2019; Domingue, 2016). However, to fully support the benefits of blended education, institutions of higher learning must give sufficient assitance for students navigating independent learning and time management (Singh et al., 2021 ). By doing so, blended learning can continue to empower learners willingly and actively engage of their education and adapt to various needs in the digital era. As the educational settings of the times perpetually change, it is essential for educators and institutions to remain vigilant in maximizing the potential of blended learning to cater to the diverse needs of modern learners. 2.6.2 Resource materials Resource materials play an essential role in enhancing the blended learning experience by giving students with an adequate information and opportunities for active engagement. Accessing information from personal gadgets, utilizing multimedia learning resources, studying modules in Google Classroom, searching for additional information, and accessing other students’ output for benchmarking purposes all contribute to a more dynamic and personalized learning journey. These resources empower learners to explore and delve deeper into subjects beyond formal learning hours, fostering continuous learning and self-directed exploration (Johnson et al., 2016). The use of various multimedia learning resources, including images, audio, and videos, caters to different learning styles and preferences, creating an interactive and engaging learning experience. As students engage with these elements, their understanding and retention of information are enhanced, and their creativity and critical thinking skills are stimulated (Bidarra & Rusman, 2017 ; Jiang, 2022 ). Google Classroom, as a popular learning management system, has become an essential tool in the blended learning experience. Learners can conveniently access modules, assignments, and resources through its user-friendly interface, streamlining their study routines and facilitating effective communication with educators (Kumar et al., 2021 ). Blended learning also encourages students to explore beyond provided course materials and seek supplementary resources to deepen their understanding. This practice cultivates self-directed learning skills and nurtures intellectual curiosity (Ricotta et al., 2022 ). Furthermore, the collaborative nature of blended learning allows students to access and learn from their peers’ work. Viewing other students’ output enables learners to benchmark their progress, gain new perspectives, and identify areas for improvement. This practice fosters metacognition and a growth mindset among students (Harris et al., 2020 ). As educators leverage the full potential of resource materials, blended learning can nurture critical thinking, creativity, and lifelong learning skills, empowering students to thrive in an increasingly digital and knowledge-driven world. By ensuring the appropriate curation and scaffolding of resources, educators can effectively support students in their learning journey, creating a positive and supportive learning atmosphere that encourages exploration, collaboration, and growth. 2.6.3 Availability of support. The availability of support from family, friends, and peers plays a crucial role in shaping students’ blended learning experiences and achievements. Collaborative learning with peers, seeking assistance from those around them, comprehending complex topics with the help of their social circle, obtaining financial and emotional support, and fostering closer relationships with family all contribute to a more enriched learning journey. By promoting a culture of support and interconnectedness, blended learning can become a transformative force in empowering learners to achieve their educational goals and thrive in their personal and academic endeavors. Educational institutions and policymakers should recognize the significance of social support in blended learning and encourage an environment that nurtures collaboration, empathy, and active engagement among students. In a blended learning setting, students can collaborate with their family members, friends, and peers to complete learning activities and exercises. Engaging in cooperative learning activities fosters social interaction, encourages teamwork, and enhances the learning experience. Working together also allows students to exchange knowledge and perspectives, promoting a deeper understanding of the subject matter (Al-Samarraie & Saeed, 2018 ). Blended learning empowers students to seek assistance from their immediate social circle when facing academic challenges. Relying on parents, siblings, or friends for guidance on technical aspects of online learning platforms or clarification on course materials is common. Such peer-to-peer support helps build a sense of camaraderie and mutual trust among learners, contributing to a positive and supportive learning environment (Patrick & Sturgis, 2015 ). Comprehending complex topics and challenging concepts can be easier with the help of family, friends, and peers. Engaging in meaningful discussions and explanations of difficult subjects with their social network benefits learners. The diverse perspectives and experiences of these individuals can shed light on different facets of a topic, enriching students’ comprehension and critical thinking skills (Al-Samarraie & Saeed, 2018 ). Blended learning can be demanding, both academically and emotionally. Students often require financial, emotional, and even spiritual support to navigate the challenges of their studies successfully. Emotional support positively impacts students’ mental well-being and academic motivation. Financial assistance, such as scholarships or access to educational resources, also reduces stress and improves overall academic performance (Iqbal et al., 2022 ; Poon, 2013 ). However, it allows students to study from home or nearby environments, leading to increased opportunities for family involvement. Family engagement in a student’s learning journey positively correlates with academic achievement and motivation. Blended learning provides a unique chance for learners to bond with their family members, share their academic progress, and establish a supportive network that can positively impact their educational pursuits (Jowsey et al., 2020 ). By recognizing and nurturing the significance of social support in blended learning, educators and institutions can create a nurturing and empowering learning environment, encouraging students to excel and flourish in their academic pursuits. 2.7. Negative Experiences (Cons) on Blended Learning 2.7.1 Low internet connection Low internet connection poses a significant challenge in the blended learning modality, impacting various aspects of students’ learning experiences. This issue affects students’ access to educational resources, attendance in live sessions, engagement with online assessments, and timely feedback. To create inclusive and effective blended learning experiences, educational institutions must prioritize providing reliable internet access and implementing strategies to address connectivity issues. Equitable access to technology and online resources is vital to ensure that all students can fully participate in blended learning activities and achieve their educational goals. By acknowledging and mitigating the impact of low internet connectivity, educators can create a supportive and inclusive blended learning environment that maximizes students’ learning outcomes and overall success (Raphael and Mtebe, 2016 ). Students facing low internet connectivity issues often encounter difficulties accessing the internet for their studies. This situation adversely affects their ability to engage with online learning platforms, access course materials, and participate in digital learning activities. Students from underserved communities and rural areas are particularly affected, leading to disparities in educational opportunities. Ensuring reliable internet access for all students is essential for equitable learning experiences in blended learning environments (Cullinan et al., 2021 ). Low internet connection can lead to disruptions in attending live online classes. Students may face frequent buffering, audio or video lag, and difficulty participating in real-time discussions. This hampers their ability to interact with peers and instructors effectively. Institutions should offer flexibility in attendance policies to accommodate students facing internet connectivity issues during live sessions (Singh et al., 2021 ). Blended learning heavily relies on accessing digital learning materials and online resources. Slow internet connections make it challenging for students to download lecture notes, e-books, research articles, and other relevant materials. This limitation can hinder students’ ability to engage fully with the course content and may lead to incomplete understanding of topics. Providing offline access to critical resources can mitigate the impact of low internet connectivity on students’ learning (Raphael and Mtebe, 2016 ). Low internet connectivity negatively impacts students’ ability to take online assessments, such as quizzes, tests, and examinations. Frequent disconnections or long loading times may result in incomplete submissions or loss of work, leading to inaccurate evaluation of students’ knowledge and skills. To address this issue, offering alternative assessment methods, such as offline exams or open-book assessments, can ensure fair evaluation for all learners (Al-Ataby, 2020 ). Moreover, it can delay the timely delivery of feedback from instructors, affecting students’ learning progress and inhibiting their ability to address areas needing improvement promptly. Timely feedback is crucial for promoting a growth mindset and facilitating continuous improvement. Employing alternative feedback mechanisms, such as audio or video recordings, or providing feedback during synchronous sessions, can minimize the impact of connectivity issues on students’ learning journeys (Tucker et al., 2016 ). By actively addressing the challenges posed by low internet connection, educators can create a more accessible and effective blended learning experience, ensuring that all students have equal opportunities to succeed in their academic pursuits. 2.7.2 Lack of gadgets available The lack of available gadgets in blended learning poses significant challenges for students, impacting various aspects of their learning experiences. Access to gadgets is crucial for self-paced learning, multitasking abilities, memory capacity, task completion, and focus during studies. However, not all learners have access to personal devices due to financial constraints or lack of support, particularly those from disadvantaged backgrounds (Mhlanga, 2021 ). To promote equitable access to blended learning, educational institutions should adopt proactive strategies. Providing loaner devices or facilitating affordable gadget acquisition programs can bridge the digital divide and ensure all students can engage in self-paced learning (Mhlanga, 2021 ). Students using gadgets with slow processors often encounter difficulties in running multiple applications concurrently, hindering efficient learning experiences. Optimizing digital resources and using lightweight applications can minimize strain on slow devices, ensuring students can access learning materials without interruption (Aljaber, 2021 ). Limited memory capacity in gadgets can restrict students from downloading and accessing essential course materials and multimedia resources, compromising the quality of learning experiences. Cloud-based storage solutions and offline-capable applications can optimize memory usage and accommodate students with devices of varying storage capacities (McCarthy & Benson, 2016 ). Having only one gadget available for blended learning can be challenging, limiting multitasking and potentially disrupting students’ workflow. Task management strategies, such as organizing priorities and using productivity tools, can help optimize task completion with limited gadget availability (Ibrahim et al., 2022 ). Relying on borrowed gadgets can lead to distractions and hinder students’ ability to concentrate on their studies. Borrowed devices may have conflicting personal settings, notifications, or limitations that disrupt the learning process. Providing dedicated learning spaces equipped with standardized devices can ensure a focused and conducive learning environment for all students (Kim et al., 2019 ). By acknowledging and addressing the challenges of limited gadget availability, educators can create a supportive and inclusive blended learning environment, ensuring that all students have equal opportunities to thrive and achieve their academic goals. Promoting equitable access to technology and providing necessary support can empower students to fully engage in blended learning and maximize their learning outcomes. 2.7.3 Financial problems Financial problems present significant challenges for students in the blended learning modality, affecting their ability to meet both academic and personal needs. To ensure equitable access to blended learning experiences, educational institutions must adopt proactive strategies to support financially vulnerable students. Blended learning often involves additional costs, such as purchasing electronic devices, reliable internet connections, and digital learning platform subscriptions. For financially disadvantaged students, these expenses can be daunting, creating a barrier to their participation in blended learning. Providing financial aid packages and grant opportunities can support students in acquiring the necessary resources (Batac et al., 2021 ). Many students pursuing blended learning also have personal responsibilities, such as family obligations or part-time employment, which may impede their ability to allocate sufficient time and focus on their studies. Balancing personal needs with academic commitments can become particularly challenging for economically vulnerable students. Flexible learning schedules and personalized support systems can accommodate students’ diverse circumstances and promote their academic success (Porter et al., 2014 ). Blended learning occasionally requires students to attend face-to-face classes or participate in on-campus activities, incurring travel expenses. For students residing far from educational institutions, these costs may present a considerable financial burden. Providing affordable transportation options or arranging virtual attendance alternatives can help mitigate the financial strain on students attending in-person sessions (Glantz & Gamrat, 2020). In addition, it often involves project-based assessments and outputs, requiring students to purchase specific materials or tools. Financially constrained students may face challenges in obtaining these resources, potentially compromising the quality of their projects. Designing project tasks that consider resource availability and allocating adequate time for students to access necessary materials can address this issue (Gedik et al., 2013 ). While online learning reduces the need for physical materials, some blended learning courses still require students to print or photocopy modules, assignments, or reference materials. The cost of printing and photocopying can be burdensome for students with limited financial means. Providing digital copies, allowing electronic submissions, or offering printing facilities on campus at subsidized rates can help alleviate this financial burden (Ji et al., 2014 ). By addressing financial barriers, educators can create an inclusive and supportive blended learning environment, empowering all students to excel academically and realize their full potential. Ensuring equitable access to resources and reducing financial burdens can open doors of opportunity for students and enhance their overall learning experience in the blended learning landscape. 2.7.4 Difficulty of doing multi-tasks Multitasking in blended learning presents unique challenges for students, affecting various aspects of their academic journey. Balancing timely assignment submissions, focus on studies amidst work and business commitments, allocation of time for social life, and effective follow-up on teacher suggestions can be overwhelming. To enhance efficiency and academic success, students must adopt effective time management strategies, prioritize tasks, and seek support from peers, teachers, and technology tools. Blended learning’s flexibility often means that students are studying from home, leading to the coexistence of academic responsibilities with household chores and family obligations. This can make it challenging for students to manage their time effectively and submit assignments promptly. Implementing time management techniques and setting clear priorities can help students balance household responsibilities with academic commitments and reduce the likelihood of missed deadlines (Wanner & Palmer, 2015 ). Many students pursuing blended learning also engage in part-time or full-time work to support themselves financially. Balancing work commitments with academic pursuits can lead to distractions and reduced focus on studies. Creating a structured daily schedule, setting aside dedicated study time, and optimizing the use of breaks can help ensure focused and efficient learning (Wivell & Day, 2015 ). For students involved in managing a small business, the demands of entrepreneurship may limit the time available for academic activities. Balancing business responsibilities with coursework can be overwhelming. Leveraging technology for efficient business management and collaborating with peers to share academic responsibilities can help reduce the burden of multitasking (Sanjeev and Natrajan, 2021 ). Balancing academic, work, and personal commitments can leave little time for social interactions and relationships. Neglecting social life can lead to feelings of isolation and affect overall well-being. Implementing effective time management and prioritization techniques can create opportunities for social engagement without compromising academic success (Wolters and Brady, 2020 ). In blended learning, teachers provide feedback and suggestions for improvement, which require students’ attention and follow-up. However, a busy schedule may make it challenging students to effectively address these suggestions. Adopting an organized feedback review process, using tools for note-taking and task management, can ensure timely and productive implementation of teacher recommendations (Kabassi et al., 2016 ). By acknowledging the challenges of multitasking and implementing proactive measures, educators can create a supportive and conducive blended learning environment that empowers students to thrive academically and personally. Providing resources and support systems to help students navigate their responsibilities effectively can foster a positive and successful learning experience in the blended learning landscape. 3. Materials and Methods 3.1 Research Design and Setting This study adopted a quantitative approach, employing the descriptive survey method of research. The process entailed collecting, coding, and tabulating quantifiable data through a a validated questionnaire, which assessed the extent of students’ experiences in the blended learning modality. This method was the most suitable choice, as it facilitated the interpretation of results to explore the phenomena, thus enabling a systematic understanding of people’s experiences and behaviors (Leavy, 2017 ). By utilizing this approach, the study aimed to gain valuable insights into the students’ experiences within the context of blended learning. This study was conducted at the Jose Rizal Memorial State University - Tampilisan Campus (JRMSU-TC), located in Barangay Znac, Tampilisan, Zamboanga del Norte, Philippines. JRMSU-TC is one of the esteemed organic campuses of Jose Rizal Memorial State University, the state university in the province of Zamboanga del Norte. At present, JRMSU - TC boasts five colleges and two schools, namely: the College of Agriculture and Forestry (CAF), College of Arts and Sciences (CAS), College of Teacher Education (CED), College of Business Administration (CBA), College of Computer Science (CCS), School of Engineering (SOE), and School of Criminal Justice Education (SCJE). The second semester of the Academic Year 2022–2023 has seen a total student enrollment of 2,501, reflecting the university’s continuing dedication to providing quality education and fostering a vibrant academic community. Despite the challenges posed by the COVID-19 outbreak, the university embarked on the adoption of a blended learning approach as early as the second semester of the 2019–2020 school year. This proactive move exemplifies the institution's determination to provide exceptional education to its students, even in the face of adversity. 3.2 Research Respondents The respondents of the study were the bona fide second year to fourth-year students of JRMSU - Tampilisan Campus from various colleges and schools mentioned above. The data collection took place during the second semester of the academic year 2022–2023. To ensure a comprehensive and representative result from the entire student population, the researchers employed a random sampling technique, selecting a sample size equivalent to 30% of the total student body. Thus, a 30% sample size provided sufficient representation of the population. If the sample is selected randomly and is truly representative, it can yield valid insights into the broader population (Creswell & Creswell, 2017 ). This approach guaranteed that the data gathered was a fair reflection of the diverse perspectives and experiences of the students in the mentioned colleges and schools. By utilizing this sampling method, the study aimed to provide valuable insights into the extent of students’ experiences in the blended learning modality at JRMSU - TC. This is shown in the table 1 next page. Table 1.0 Sampling Distribution of the Respondents College Students’ population (AY. 2022–2023) The percentage used in the study Sample size CAF 234 30% 70 CAS 14 30% 4 CED 495 30% 149 CBA 601 30% 180 CCS 102 30% 31 SCJE 442 30% 133 SOE 111 30% 33 Total 1999 600 3.3 Research Instrument This study utilized a validated researchers-made questionnaire from students’ personal experiences and feedbacks, and literatures that were aligned with the findings of various studies conducted by researchers such as Singh et al. ( 2021 ), Ricotta et al. ( 2022 ), Jowsey et al. ( 2020 ), Cullinan et al. ( 2021 ), Mhlanga ( 2021 ), Batac et al. ( 2021 ), and Wolters and Brady ( 2020 ). This instrument is consisted of two parts. In the first part, the researchers crafted a letter addressed to the respondents, explaining the nature and purpose of the study and also assuring them that their responses would remain confidential and anonymous throughout the research process. This step was taken to build trust and encourage open participation. Below the letter were the personal information of the respondents such as name (optional) and the college where they belong as this was important to answer inferential questions set in the study. The second part of the questionnaire contained five item statements for each construct based on the reviewed literatures and approved item statements by the validators, gathering both positive (pros) and negative (cons) experiences in the blended learning modality at JRMSU-TC. These items were meticulously formulated, drawing insights from an extensive literature review and valuable feedback from students during the pre-survey phase. Respondents were required to indicate their level of agreement or experience for each item using the following response options: Always Experienced (AE), Often Experienced (OE), Sometimes Experienced (SE), Rarely Experienced (RE), and Never Experienced (NE). This scale allowed for a nuanced understanding of the students’ experiences with blended learning. 3.3.1 Validation of Research Instrument The researchers conducted a meticulous and rigorous validation process to ensure it effectively attained the required data for the study. This validation journey involved multiple steps to enhance the instrument’s relevance and accuracy. The researchers performed an extensive review of existing literature and studies from reputable research databases such as DOAJ, ERIC, and Science Direct. Drawing insights from these sources, researchers carefully constructed item statements for each construct, ensuring that the instrument aligned with the research objectives and context. To further enhance contextual relevance, the researchers sought feedback from students who were not part of the final data gathering through a pre-survey. The valuable ideas and suggestions gathered from this initial survey were incorporated into refining the instrument. Subsequently, the instrument was submitted to panel of experts for thorough corrections and enhancement, whose insightful corrections were diligently followed and implemented by the researchers. The adviser’s expertise added valuable perspective to the validation process. Next, the researchers sought valuable insights by incorporating feedback from students through a pre-survey and engaging a panel of esteemed faculty experts specializing in the relevant fields of study to serve as validators. These expert validators possessed firsthand experience with students at the inception of the blended learning implementation, enabling them to offer valuable testimony regarding students’ responses to both positive and negative aspects of the blended learning experience. These distinguished validators were invited to thoroughly review the instrument and provide their professional insights. After their evaluation, 28 items were accepted, while five (4) items were revised based on their suggestions, and three (3) items were ultimately rejected. Taking into account the feedback from the validators, the researchers made the necessary corrections and improvements to ensure the instrument’s validity and reliability. The finalized version of the instrument, representing the culmination of these meticulous validation efforts, was presented to the validators for their endorsement, signifying that it was now ready for the conduct of the study. After a thorough examination of the questionnaire, the researchers conducted a pilot test involving 15 randomly selected students who were not included as actual respondents in the study since it utilized only a sample size. Reliability and internal consistency test using Cronbach Alpha revealed that all considered in the questionnaire are accepted with alpha value greater than @ a 0.70. A Cronbach's Alpha of 0.70 or higher suggests that the items or questions in a scale or questionnaire are reasonably consistent and measure a common underlying construct. This level of internal consistency is typically seen as acceptable for research purposes (Irving et al., 2020). This is shown in Table 2 . Table 2 Reliability Testing of the Instrument Positive Experiences No. of Items Cronbach Alpha Value Decision A. Flexibility of time and pace 5 0.793 All items are accepted B. Resource Material 5 0.817 All items are accepted C. Family Support 5 0.917 All items are accepted Negative Experiences No. of Items Cronbach Alpha Value Decision A. Internet Connectivity 5 0.896 All items are accepted B. Lacks of Gadgets 5 0.913 All items are accepted C. Financial Problem 5 0.909 All items are accepted D. Multitasking 5 0.952 All items are accepted 3.4 Data Gathering Procedure The researchers initiated the process of creating a user-friendly Google Form. To select the 30% sampling, the researchers used convenient sampling technique in order to gather the needed data. This simply based on the availability of the respondents during the conduct of the study. A letter was sent to the campus administrator, deans, associate deans, and chairs of various colleges and schools requesting permission to conduct the study to within the university. Using Google Form, the researchers reached out the governors in each college, program, and presidents in each classroom, providing them with the link to the Google Form. This ensured that all potential respondents had access to the questionnaire and could participate in the study conveniently. Following the data collection from the required sample size, it underwent analysis and interpretation. 3.5. Ethical Considerations This study involves human participants, particularly college students, who were given letter of consent if they are willing to participate in the study. They were informed about the nature of the study, its purposes, and the possible outcome. Part of the letter of consent was to make sure that the respondents voluntarily participated in the study without constraints. The good thing was that this study does not involve harm to any participants since they are only voicing out their expereinces with the blended learning in the university. Thus, this paper passed a cafeful ethical considerations ensuring that the rights and dignity of the participants were protected. 4. Results and Discussion 4.1 Students’ Positive Experiences of blended learning Table 3 The Students’ Positive Experiences in Blended Learning as to College Students’ Positive Experiences as to: CAF CAS CBA CCS CED SCJE SOE Overall \(\:\stackrel{\text{-}}{\text{x}}\) Des \(\:\stackrel{\text{-}}{\text{x}}\) Des \(\:\stackrel{\text{-}}{\text{x}}\) Des \(\:\stackrel{\text{-}}{\text{x}}\) Des \(\:\stackrel{\text{-}}{\text{x}}\) Des \(\:\stackrel{\text{-}}{\text{x}}\) Des \(\:\stackrel{\text{-}}{\text{x}}\) Des \(\:\stackrel{\text{-}}{\text{x}}\) Des 1. Flexibility of time and place 3.62 OE 3.75 OE 4.12 OE 3.80 OE 3.84 OE 3.53 OE 3.96 OE 3.80 OE 2. Resource materials 3.78 OE 3.65 OE 4.10 OE 3.80 OE 3.82 OE 3.94 OE 3.89 OE 3.85 OE 3. Availability of support 3.76 OE 3.90 OE 4.15 OE 3.82 OE 3.96 OE 3.86 OE 4.01 OE 3.92 OE MEAN 3.72 OE 3.77 OE 4.12 OE 3.81 OE 3.87 OE 3.78 OE 3.95 OE 3.86 OE Legend: Scale Code Description Qualification 1.00-1.80 NE Never Experienced Have not experienced in a week. 1.81-2.60 RE Rarely Experienced Experienced one (1) to two (2) times in a week. 2.61-3.40 SE Sometimes Experienced Experienced three (3) to four (4) times in a week. 3.41-4.20 OE Often Experienced Experienced five (5) to six (6) times in a week. 4.21-5.00 AE Always Experienced Experienced seven (7) times in a week. Table 3 presented the college students’ perceived experiences on blended learning as to flexibility of time and place, resource materials, and availability of support when grouped according to college. There appeared an overall weighted mean of 3.86, which can be described as “Often Experienced”. This means that during the blended learning modality in their university, the respondents from all colleges experienced the flexibility of time and place, resource materials, and availability of support 5 to 6 times a week. Moreover, as to flexibility of time and place, there appeared an overall weighted mean of 3.80, which is interpreted as often experienced. This means that the respondents were able to study whenever it is convenient in terms of time and place. They were able to spend time efficiently by studying at their own place. The findings presented in this analysis are aligned with existing literature on the advantages of blended learning flexibility. For instance, the ability to study anywhere promotes a learner-centered approach, empowering students to take control of their learning process and fostering autonomy and self-regulation (Sandanayake, 2019). This is consistent with the data showing that students who perceive the ability to study wherever they want had a higher overall mean. Furthermore, to have the flexibility of time and place to study was indeed a positive experience of the students during the blended learning since temporal flexibility has been recognized as an essential factor in supporting students with various responsibilities, contributing to a better work-life balance (Gambari et al., 2018; Hew & Cheung, 2013). This reinforces the results indicating that students who have the opportunity to study at their own pace and choose their study time often experience blended learning more positively. In addition, as to resource materials there also appeared an overall weighted mean of 3.85, which can be described as “Often Experienced” which means that the respondents experienced this aspect 5 to 6 times a week. This further means that they were able to search for additional information to help them complete tasks. They were able also to access other students’ output for benchmarking purposes. This means that students seeking additional information independently, suggests that students in the institution recognize the importance of self-directed learning. This is a positive sign, as self-initiated learning is a valuable skill that promotes independent thinking and problem-solving, which are crucial in higher education and beyond. While independent learning is essential, collaborative learning and benchmarking against peers’ work can also be valuable in fostering a sense of community and promoting best practices. Institutions may consider ways to encourage and facilitate more collaborative activities among students, such as peer reviews or group projects. The CBA students got the highest mean in comparison to other colleges. Intriguingly, despite this statistical divergence, all students, irrespective of their college affiliation, are consistently characterized as frequently experiencing positive educational experiences which falls 5 to 6 times a week. This implies a uniformity in positive experiences among students, hinting at a shared access to abundant educational resources. The institution seem to have effectively facilitated an environment that not only offers a wealth of resource materials but also leverages diverse multimedia learning tools. This suggests a collective effort by educational entities to enrich the learning journey, fostering an atmosphere where students across different colleges benefit similarly from the available educational learning resources. These findings are aligned with existing research on the potential benefits of resource materials in blended learning. For instance, the higher mean score for item statement 4, which involves students searching for additional information to complete tasks, is consistent with the idea that resource-rich environments encourage learners to explore subjects beyond formal learning hours, fostering continuous learning and self-directed exploration (Johnson et al., 2016). Moreover, in terms of availability of support when data are grouped according to college. There appeared an overall weighted mean of 3.92, which can be described as “Often Experienced (Experienced 5 to 6 times in a week)”. This means that the students were able to establish a closer relationship with their family during studies as they stayed at their homes. Likewise, they also get the financial, emotional, and spiritual support they needed for their studies. This means that in terms of availability of support, students have a positive experience on it which reflects the positive impact of higher education on students’ relationships with their families. This may be attributed to a sense of emotional connection and support that often comes with academic pursuits. Closer family ties can provide students with emotional stability and motivation during their studies. On the other hand, the lower mean score, which relates to receiving financial, emotional, and spiritual support, suggests that students may face challenges in accessing comprehensive support for their academic endeavors. Financial support, in particular, can be a significant concern for many students, and this may impact their overall sense of support. All students, regardless of their college affiliation, shared a common descriptor of being frequently experienced. This implies a convergence in the experiences related to familial support among students. The noteworthy lead of CBA students in terms of support services might highlight a proactive approach from their educational institutions. Nevertheless, the shared descriptor of “Often Experienced” implies a universal aspect to the support provided by their respective families, emphasizing a commonality in the students’ perceptions of familial assistance, even as they navigate the distinct support systems within their academic environments. The findings are aligned with existing research on the importance of support in blended learning. For instance, emotional support has been shown to positively impact students’ mental well-being and academic motivation, contributing to improved overall academic performance (Iqbal et al., 2022; Poon, 2013). Likewise, financial assistance, such as scholarships or access to educational resources, has been shown to reduce stress and positively affect academic performance (Iqbal et al., 2022). 4.2 College students’ negative experiences on Blended Learning Tale 4.0 presented the student’s negative experiences on blended learning when grouped according to college. The overall weighted mean is 3.97, which is interpreted as oftentimes experienced. This means that the respondents were able to experience Low Internet Connection, Lack of gadgets available, Financial problems, and Difficulty of doing multi-tasks five (5) to six (6) times in a week. However, it is interesting to note that students from College of Agriculture and Forestry (CAF) always experienced the negative aspects of blended learning compared to students from other colleges. This is presented in the Table 4 next page. Table 4 . College students’ negative experiences on Blended Learning Students’ Negative Experiences as to: CAF CAS CBA CCS CED SCJE SOE Overall Des Des Des Des Des Des Des Des 1. Low Internet Connection 4.25 AE 3.85 OE 4.06 OE 3.81 OE 3.81 OE 3.88 OE 3.48 OE 3.88 OE 2. Lack of gadgets available 4.32 AE 3.60 OE 4.06 OE 3.88 OE 3.72 OE 3.89 OE 3.78 OE 3.89 OE 3. Financial problems 4.28 AE 3.80 OE 4.13 OE 3.91 OE 3.76 OE 3.94 OE 3.88 OE 3.96 OE 4. Difficulty of doing multi-tasks 4.34 AE 4.55 AE 4.23 AE 3.89 OE 3.90 OE 4.15 OE 3.96 OE 4.15 OE MEAN 4.30 AE 3.95 OE 4.12 OE 3.87 OE 3.80 OE 3.97 OE 3.78 OE 3.97 OE Legend: Scale Code Description Qualification 1.00-1.80 NE Never Experienced Have not experienced in a week. 1.81-2.60 RE Rarely Experienced Experienced one (1) to two (2) times in a week. 2.61-3.40 SE Sometimes Experienced Experienced three (3) to four (4) times in a week. 3.41-4.20 OE Often Experienced Experienced five (5) to six (6) times in a week. 4.21-5.00 AE Always Experienced Experienced seven (7) times in a week. In terms of low internet connection, there appeared an overall weighted mean of 3.88, which can be described as “Often Experienced”. This means that they found it challenging to connect easily to the internet for their studies. They also find it challenging to download provided learning materials and access other online resources related to their studies during the blended learning. These results emphasize the critical importance of reliable and easily accessible internet connectivity for students in their studies. It also highlights that while students frequently experience connectivity, there are challenges in downloading learning materials and accessing online resources. Additionally, the variations in experiences among different colleges suggest that institution and other agency both public and private ones should pay close attention to addressing connectivity issues, particularly for colleges or programs where students report lower levels of access. Ensuring equitable access to online resources and materials is essential for creating inclusive and effective learning environments. This is a serious challenge to students in the College of Agriculture and Forestry (CAF), while students in College of Business Administration (CBA), School of Criminal Justice Education (SCJE), College of Arts Sciences (CAS), College of Computing Studies (CCS), College of Education (CED), School of Engineering (SOE) have also share similar problem. These findings are aligned with existing research on the impact of low internet connectivity on blended learning experiences. Internet connectivity issues can hinder students’ ability to engage fully with course content and may lead to incomplete understanding of topics (Raphael and Mtebe, 2016). Furthermore, providing offline access to critical resources has been suggested as a potential solution to mitigate the impact of low internet connectivity on students’ learning experiences (Raphael and Mtebe, 2016). In terms of lack of gadgets available there appeared an overall weighted mean of 3.89, which can be described as “Often Experienced”. This means that the respondents found it challenging to have freely available gadgets for their self-paced and problematic to focus because they still need to borrow other people’s gadgets. When grouped according to college, CAF got the highest mean of 4.32 described as “Always Experienced” while students in CBA, SCJE, CCS SOE, and CAS have “Often Experienced” having means of 4.06, 3.89, 3.88, 3.78 and 3.60, respectively. This means that it is very important having access to personal gadgets for self-paced studies, as it significantly contributes to students’ ability to focus on their coursework. Conversely, the need to borrow other people's gadgets can pose challenges and potentially disrupt students’ concentration. Additionally, CAF should be prioritized as the college highlight the need to address this issue related to access to essential study tools, such as gadgets, to ensure that all students can fully engage in their studies. Providing equitable access to these resources is crucial for promoting student success and academic achievement. The findings presented in this analysis align with existing research on the importance of gadget availability for blended learning. Access to gadgets is crucial for self-paced learning, multitasking abilities, memory capacity, task completion, and focus during studies (Mhlanga, 2021). This supports the higher mean score for item statement 1, which indicates that students often experience difficulties in their studies due to the lack of freely available gadgets. Moreover, learners from disadvantaged backgrounds may face additional challenges in accessing personal devices due to financial constraints or lack of support (Mhlanga, 2021). This corroborates the higher mean score for CAF students, suggesting that they may encounter more significant barriers to gadget availability compared to other colleges. In terms of financial problems there appeared an overall weighted mean of 3.96, which can be described as “Often Experienced”. It means that the respondents found it challenging to pay for the printing and photocopying of their modules and other paperwork. They also found it challenging to study while supporting their personal needs. When grouped according to college, CAF got the highest mean of 4.28 described as “Always Experienced” while CBA, SCJE, CCS, SOE, CAS and CED “Often Experienced”. This means that the results highlighted the financial burden associated with paying for printing and photocopying of academic materials and paperwork. This expense is a common experience among students and can contribute to the overall cost of education. On the other hand, the lower mean score related to studying while supporting personal needs, suggests that students may face challenges in balancing their academic responsibilities with personal demands. Furthermore, students are in needs based on their financial circumstances specially from CAF together with students in other colleges. Addressing the financial aspects of education, such as the cost of printing and photocopying, is essential to ensure that students can access and afford necessary materials for their studies. Additionally, providing support and resources to help students effectively manage both their academic and personal responsibilities is crucial for their overall well-being and academic success. These findings are aligned with existing research on the impact of financial constraints on students in blended learning. Financially constrained students may face challenges in obtaining necessary resources, potentially compromising the quality of their projects (Gedik et al., 2013). This supports the higher mean score for item statement 5, which indicates that students often encounter difficulties in paying for printing and photocopying course materials. Furthermore, in terms of difficulty in doing multi-tasks there appeared an overall weighted mean of 4.15, which can be described as “Often Experienced”. This means that the respondents found it challenging to follow up on the suggestions provided by their teacher with a hectic schedule. Likewise, they found it challenging to submit their assignments and other outputs on time due to household chores that they are obliged to do while at home. When grouped according to college, respondents from CAS, CAF and CBA got the rating of “Always Experienced.” On one hand, SCJE, SOE, CED, and CCS got “Often Experienced” rating. The means students find it challenging specially to do the follow up based on the suggestion provided by teachers. Moreover, they are also confronted with problems like submitting assignments on time, focusing on studies, and finishing the required activities. Thus, students face challenges in balancing their household responsibilities with their academic obligations. This finding underscores the need for institutions to consider the various responsibilities and demands that students may have outside of their studies and to provide support and flexibility where possible. Furthermore, the support should be prioritized to students coming from CAS, CAF, and CBA. It is essential for institution to be aware of these differences and to provide appropriate support and resources to help students excel academically regardless of their academic college. These findings are aligned with existing research on the challenges of multitasking in blended learning environments. Many students pursuing blended learning also engage in part-time or full-time work to support themselves financially, which can lead to distractions and reduced focus on studies (Wivell and Day, 2015). This supports the higher mean scores for CAS, CAF, and CBA students, suggesting that they may have more diverse academic and non-academic responsibilities to manage. Furthermore, implementing time management techniques and setting clear priorities have been suggested as effective strategies to help students balance household responsibilities with academic commitments and reduce the likelihood of missed deadlines (Wanner and Palmer, 2015). 4.3 Significant Difference on Students’ Positive experiences in blended learning Table 5.0 Kruskal – Wallis H Test of Difference on students’ positive experiences in Blended Learning when grouped according to College POSITIVE EXPERIENCES COLLEGE N Mean Rank df H - value p-value @ α 0.05 level of significance Interpretation Flexibility of time and place CAF 70 229.51 6 83.405 0.000 Highly Significant CAS 4 266.25 CBA 180 381.44 CCS 32 290.94 CED 149 303.28 SCJE 132 218.31 SOE 33 339.23 Total 600 Resource materials CAF 70 240.62 6 26.951 0.000 Highly Significant CAS 4 247.88 CBA 180 346.81 CCS 32 264.16 CED 149 275.10 SCJE 132 310.05 SOE 33 293.06 Total 600 Availability of support CAF 70 227.04 6 34.297 0.000 Highly Significant CAS 4 268.75 CBA 180 351.95 CCS 32 251.53 CED 149 300.16 SCJE 132 277.40 SOE 33 320.91 Total 600 Table 5.0 presented the significant difference on the students’ positive experiences in blended learning modality in terms of flexibility of time and place, resource materials, and availability of support as perceived by the respondents when grouped according to college. In terms of flexibility of time and place, CBA got the highest Mean Rank of 381.44 while SCJE got the lowest Mean Rank of 218.31. Likewise, in terms of resource material, CBA got the highest Mean Rank of 346.81 while CAF got the lowest Mean Rank of 240.62. Also, in terms of availability of support, CBA got the highest Mean Rank of 351.95 while CAF got the lowest Mean Rank of 227.04 When data were statistically treated using Kruskal - Wallis H test of significant difference at 0.05 margin of error, in the flexibility of time and place, resource materials and availability of support, respondents got an H-value of 83.405, 26.951, and 34.297, respectively. Moreover, on the perceived positive experiences in blended learning modality among students, all constructs led to p-values of 0.000, which is less than the α value at 0.05 significance, thereby interpreted as “Highly Significant Difference”. Thus, the null hypothesis stating “There is no significant difference on the extent of students’ positive experiences in blended learning modality in JRMSU – TC when grouped according to college” is hereby rejected. The post hoc test using Dunnett T3 test was run to determine which group differs among others (see Appendix A pp. 69–71). It can be observed that the CBA differs significantly to other colleges in all three constructs namely flexibility of time and place, resource materials and availability of support. These results are also parallel to the observed means found in the previous tables where CBA have consistently acquired means higher compared to other colleges. The result implies that the respondents’ perceived positive experiences significantly vary concerning colleges on flexibility of time and place, resource materials, and availability of support as the CBA students are mostly experienced positive experiences as they have the access to gadgets, utilize multimedia, can access and study modules found in Google Classroom, have sufficient access to information, and access to benchmark outputs of others. These findings on significant difference of students perceived positive experiences in blended learning modality in JRMSU - TC are related to the study of Jennifer Tupper and Gordana Krizmanich (2017) who stated that different students might have different preferences and benefits from the blended learning approach. The possible explanations for the existing differences in the blended learning experiences among the colleges are multi-faceted. Firstly, these differences may be attributed to the influence of institutional culture and practices. Each college possesses its unique institutional culture and practices that shape the implementation of blended learning (Graham et al., 2013). Secondly, the allocation of resources plays a crucial role in determining the availability of support services and resource materials for blended learning within each college (Poon, 2013). Additionally, variations in faculty training and support can significantly affect students’ experiences with blended learning (Jokinen & Mikkonen, 2013). Finally, the composition of students in each college, including factors such as socioeconomic status and technological access, may also contribute to the observed differences in blended learning experiences (Al-Azawei et al., 2017). 4.4 Significant Difference on Students’ Negative Experiences in blended learning Table 6.0 Kruskal – Wallis H Test of Difference on the students’ negative experiences in Blended Learning when grouped according to College NEGATIVE EXPERIENCES COLLEGE N Mean Rank df H - value p-value @ α 0.05 level of significance Interpretation Low internet connection CAF 70 227.04 6 46.606 0.000 Highly Significant CAS 4 268.75 CBA 180 351.95 CCS 32 251.53 CED 149 300.16 SCJE 132 277.40 SOE 33 320.91 Total 600 Lack of gadgets available CAF 70 390.02 6 54.569 0.000 Highly Significant CAS 4 282.88 CBA 180 331.82 CCS 32 253.80 CED 149 266.06 SCJE 132 287.88 SOE 33 193.17 Total 600 Financial problems CAF 70 408.49 6 45.705 0.000 Highly Significant CAS 4 188.88 CBA 180 328.59 CCS 32 265.75 CED 149 243.49 SCJE 132 293.78 SOE 33 249.77 Total 600 Difficulty of doing multi-tasks CAF 70 384.68 6 55.392 0.000 Highly Significant CAS 4 287.88 CBA 180 337.28 CCS 32 255.33 CED 149 242.43 SCJE 132 290.81 SOE 33 267.64 Total 600 Table 5.0. presented the significant difference on the negative experiences in blended learning modality in JRMSU - TC in terms of low internet connection, lack of gadget available, financial problems, and difficulty of doing multi-tasks as perceived by the respondents when grouped according to college. In terms of low internet connection, CBA got the highest Mean Rank of 351.95 while CAF got the lowest Mean Rank of 227.04. Likewise, in terms of lack of gadgets available, CAF got the highest Mean Rank of 390.02 while SOE got the lowest Mean Rank of 193.17. In terms of financial problems, CAF got the highest Mean Rank of 408.49 while CAS got the lowest Mean Rank of 188.88 and in terms of difficulty of doing multi-tasks, CAF got the highest Mean Rank of 384.68 while CED got the lowest Mean Rank of 242.43. When statistically treated using Kruskal - Wallis H test at 0.05 margin of error, low internet connection got an H-value of 46.606, lacks of gadgets available got an H-value of 54.569, financial problems got an H-value of 45.705, and difficulty of doing multi-tasks got an H-value of 55.392. Moreover, all variables got the p-value of 0.000, which interpreted as “Highly Significant Difference” on the perceived negative experiences in blended learning modality among students. Thus, the null hypothesis stating “There is no significant difference on the extent of students’ negative experiences in blended learning modality in JRMSU – TC when data are grouped according to college” is hereby rejected. The post hoc test using Dunnett T3 test was run to determine which group differs among others. It can be observed that CAF differs significantly compared to other colleges in all four constructs, namely low internet connection, lack of gadget available, financial problems, and difficulty of doing multi-tasks. These results are also parallel to the observed means found in the previous table where CAF have means consistently higher compared to the rest of the colleges. The result implies that the respondents’ perceived negative experiences significantly vary concerning colleges on low internet connection, lack of gadget available, financial problems, and difficulty of doing multi-tasks as the CAF students are mostly experienced positive experiences than students from other colleges. These findings on significant difference of students’ perceived negative experiences in blended learning modality in JRMSU - TC are related to the study of Jiaxin Li and Mimi Li (2021), which states that the negative experiences of students in blended learning modality can be different from each other. Thus, the null hypothesis stating “There is no significant difference on the extent of students’ negative experiences in blended learning modality in JRMSU – TC when data are grouped according to college” is hereby rejected. To enhance the overall blended learning experience, addressing the significant differences in negative experiences across colleges and schools requires targeted support and interventions tailored to each institution’s unique needs. Equitable resource allocation and management can mitigate challenges related to gadget availability, low internet connection, and financial constraints (Mhlanga, 2021). Faculty and staff training in blended learning can enhance their ability to address student challenges effectively. Designing targeted student support services based on recognized variations can further enhance the learning experiences of students facing specific difficulties. Emphasizing continuous assessment and improvement of blended learning practices ensures ongoing enhancements for the benefit of all students. 5 Conclusions Based on the results and discussions, this study concludes that the college students generally have “Often Experienced” positive experiences in which experienced it five to six times in a week in terms of flexibility of time and place, resource materials, and availability of support as they experienced blended learning. However, they also frequently encounter negative experiences concerning low internet connection, lack of available gadgets, financial problems, and difficulty in multitasking. Therefore, blended learning implementation is accompanied with various challenges especially in remote areas where internet connections are slow, to those studens who come from low-income family and to those students whose literacy and capacity cannot cope up multi-tasking. Consequently, the study reveals a highly significant difference in students’ experiences across colleges. These findings provide valuable insights for institutions of higher learning to tailor targeted support and interventions to address specific challenges, allocate resources more strategically, enhance faculty and staff training, and design student support services to optimize the blended learning experience for all students. Overall, this research contributes to a deeper understanding of blended learning implementation and highlights areas for continuous improvement in the institution’s learning environment. Therefore, the null hypothesis stating “there is no significant difference on the extent of students’ positive and negative experiences in blended learning modality in JRMSU - TC when grouped according to college” is hereby rejected. 6. Recommendations Based on the conclusion drawn from this study, several recommendations can be made to enhance the blended learning modality in higher education: School administrators may provide necessary resources and relevant skills development training among faculty to improve successful and quality delivered blended learning education. The universities and colleges may continuously implement blended learning in remote areas but the higher institution and school administration may provide education-aide in a form of financial assitance, gadget supplies to students who come from poorest of the poor and other programs that may help the struggling students in surpassing the challenges they negatively experienced on blended mode of learning. Teachers/faculty may formulate a suitable and non-multitasking learning materials that meets quality standards but ensures inclusive learning including those slow learners. The school administration may request telecommuncation companies to improve internet connectivity in the school vicinity or allocate funding to improve internet connections within the campus to ensure smooth implementation of blended learning. Likewise, local government units in the region in the remote areas may request telecommunication companies to speed up internet connections in the remote areas to support blended learning education of their constituents. Declarations Acknowledgements This paper was supported by the college of teacher education of JRMSU-TC, its administration, and the research unit of the campus. Special thanks to Dr. Evangeline Mansanadez, the Associate Dean, Prof. Yhebron J. Lagud, the Research Unit Head, and Dr. Dana Faye T. Salundaguit, the Campus Director. Author Contributions Conceptualization- JMA; Data Gathering- VA, MRA & AA; Methodology- HB &AD; Investigation and Communication- VA, MRA & AA, Data Analysis- JMA; Writing the original draft- VA, MRA & AA, Resources- JMA, VA, MRA, AA, HB &AD, Writing the journal article and editing-JMA Funding This study did not receive any particular research grant from funding agencies including the university, the public, commercial, or non-profit sectors. Data Availability The data gathered and analysed during in this study are not publicly available due to ethics requirements, and confidentiality. However, these are archived by the author and be avaible on reasonable request. Generative AI and AI-assisted technologies in the writing process During the conduct of work, the authors did not use any generative AI and other AI-related technologies. Competing interests The authors have no competing interests to declare. References Alamri, H. A., Watson, S., & Watson, W. (2021). 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Preservice teachers’ perceptions about the use of blended learning in a science education methods course. Pdf files. Zayapragassarazan, Z. (2020). COVID-19: Strategies for Engaging Remote Learners in Medical Education. Journal of Education and Health Promotion . Online Submission , 9 (273), 1-18. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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To contain the spread of the virus and reduce infections, many countries, including the Philippines, took the difficult decision to temporarily close educational institutions. According to UNESCO estimates, this closure affected more than 1.2\u0026nbsp;billion learners globally, with over 28\u0026nbsp;million learners in the Philippines alone (Unesco, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn response to these unprecedented challenges, educational leaders recognized the need to embrace the \u0026ldquo;new normal\u0026rdquo; in education, which is a hybrid approach to education that combines traditional classroom instruction with online learning. The Commission on Higher Education (CHED) (2020) in the Philippines empowered Higher Education Institutions (HEIs) with academic freedom, requiring them to implement available distance learning, e-learning, and other alternative modes of delivery for students. This shift aimed to strengthen educational planning and prioritize the health and safety of students while ensuring the provision of quality, inclusive, and accessible education.\u003c/p\u003e\u003cp\u003eAmidst these changes, several universities across the Philippines adopted their policies regarding instruction and class openings, with the Jose Rizal Memorial State University (JRMSU) in Zamboanga del Norte implementing the Flexible Learning System. This system allows students to choose between online and modular classes. In an online class, students attend virtual classes using gadgets and internet connectivity. They access their course content, readings, lecture materials, and assignments through online platforms like google classroom, email etc. (Zayapragassarazan, \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). These materials are often organized into modules or units. Interaction with teachers occurs primarily through digital communication channels, such as email, messaging apps, or virtual conferencing tools like Zoom or Microsoft Teams. Students can ask questions, seek clarification, or request assistance from their instructors through these channels. They typically submit their assignments, essays, projects, and other coursework electronically through designated submission portals. This process often involves uploading digital files or completing tasks online (Lam et al., 2022). Thus, teachers provide feedback and assess students\u0026rsquo; work digitally. They used annotation tools, comments, or audio/video recordings to offer constructive feedback on assignments.\u003c/p\u003e\u003cp\u003eIn a modular class, the course materials, including readings, videos, quizzes, and assignments, are typically provided within each module. Students access these resources through an online platform or learning management system (Munyaradzi et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Students communicated with their teachers through digital channels, such as email, discussion forums, or messaging apps. Teachers may provide guidelines, answer questions, and offer support as needed. As students work through each module, they engage with the content and complete associated assignments or assessments. The submission of outputs often corresponds to the completion of these module-specific tasks (Dongwe et al., 2022). Students have the flexibility to progress through the modules at their own pace. They can choose when and how to engage with each module, allowing for individualized learning and accommodating various learning styles and schedules.\u003c/p\u003e\u003cp\u003eAs the COVID-19 situation worsened in the country, blended learning emerged as a popular pedagogical approach. Blended learning combines face-to-face instruction with online learning, offering students versatile and flexible learning experience. Educational institutions recognized the need to adapt the changing landscape of modern education and embraced this approach to facilitate continuous learning in a safe and effective manner (Magsambol, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eWith the ongoing evolution of the educational landscape, it becomes crucial to examine students\u0026rsquo; experiences in this kind of educational environment. Evaluating the experiences of blended learning among college students will help educational institutions refine their approaches and ensure that students receive the best education during these challenging times. By staying responsive and innovative, educators can continue to navigate the uncertainties brought on by the pandemic while maintaining their commitment in providing quality education to every student.\u003c/p\u003e\u003cp\u003eThe experiences in the blended learning modality encompass both positive and negative aspects, as reported through students\u0026rsquo; personal experiences and feedback. Among the positive experiences were flexibility of time and place, resource materials and availability of support. While negative experiences include low internet connection, lack of gadgets available, financial problems, and difficulty of doing multi-tasks. It is worth noting that these reported experiences align with the findings of various studies conducted by researchers such as Singh et al. (\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Ricotta et al. (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Jowsey et al. (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Cullinan et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Mhlanga (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Batac et al. (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and Wolters and Brady (\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). However, no study has been conducted in remote areas such as in Zamboanga del Norte, Mindanao. Thus, this study sought to determine the extent of students\u0026rsquo; perceived experiences in blended learning modality at a premier university of Zamboanga del Norte, specifically, Jose Rizal Memorial State University.\u003c/p\u003e"},{"header":"2 Literature Review","content":"\u003cp\u003eFor several decades, universities and institutions devoted to distance and open education have been pioneers in adopting up-to-date technologies to improve access to educational opportunities. Over time, distance education operations have undergone a noteworthy changes, evolving through five distinctive generations (Aoki, \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e). This shed light on the development of blended learning by examining each generation\u0026rsquo;s key features, beginning with the Correspondence Model and concluding with the latest paradigm, the Intelligent Flexible Learning Model (Aoki, \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e; G\u0026uuml;zer \u0026amp; Caner, \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e; Pregowska et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). These are the models that shaped the creation of blended learning.\u003c/p\u003e\n\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\n \u003ch2\u003e2.1 First Generation: The Correspondence Model\u003c/h2\u003e\n \u003cp\u003eThe first generation of distance education was created on the Correspondence Model, which relied basically on black and white technology. In this model, course materials, assignments, and communication were preponderantly exchanged through postal services. Learners were involved in independent study, receiving physical learning materials and submitting completed assignments for evaluation by way of mail. This educational method opened up new learning opportunities for students in remote area but lacked real-time interaction and direct feedback (Aoki, \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\n \u003ch2\u003e2.2 Second Generation: The Multi-media Model\u003c/h2\u003e\n \u003cp\u003eWith the coming of advance technology, the Multi-media Model arose as the second generation. This educational model offers audio and video technologies as supplementary to printed educational resources thereby improving the quality of educational content. Learners accessed instructional sources by way of audio cassettes, video recordings, and printed materials. The Multi-media Model fostered a more changing learning experience and enhanced student\u0026rsquo;s involvement in the learning process without coexistent communication capabilities (G\u0026uuml;zer \u0026amp; Caner, \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\n \u003ch2\u003e2.3 Third Generation: The Telelearning Model\u003c/h2\u003e\n \u003cp\u003eWith the emergence of telecommunications technologies, the Telelearning Model existed. This model introduced the utilization of telecommunication tools, such as video conferencing and interactional telecommunication systems, to conduct synchronous communication between learners and teachers. The Telelearning Model expedited real-time interactions, virtual classrooms, and remote classes, simulating traditional classroom experiences from a distance (Pregowska et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\n \u003ch2\u003e2.4 Fourth Generation: The Flexible Learning Model\u003c/h2\u003e\n \u003cp\u003eThe coming of the Internet led to the introduction of the Flexible Learning Model known as the fourth generation, Distance education happened by way of online delivery through the Internet. This revolutionized distance education, offering the learners with flexibility in accessing course resources and participating in discussions online with their teachers. Asynchronous communication technology, like email and discussion forums, allowed learners to interact with teachers and peers at their convenient time, eliminating geographical differences and time constraints (Pregowska et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\n \u003ch2\u003e2.5 Fifth Generation: The Intelligent Flexible Learning Model\u003c/h2\u003e\n \u003cp\u003eCreated based on foundation of the previous four generations, the fifth and latest generation existed, the Intelligent Flexible Learning Model. This model introduces the advancements in artificial intelligence, data analytics, and personalized learning algorithms to create a more accommodating and custom-made learning experience. By analyzing individual learning patterns, the Intelligent Flexible Learning Model offers content and learning tract to meet each learners\u0026rsquo; educational needs and preferences which are best for their educational journey (Pregowska et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n \u003ch2\u003e2.6 Positive Experiences (Pros) on Blended Learning\u003c/h2\u003e\n \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e\n \u003ch2\u003e2.6.1 Flexibility of time and place\u003c/h2\u003e\n \u003cp\u003eRasheed et al. (\u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e) revealed that blended learning is a pedagogical approach combining face-to-face instruction with online learning. It has gained immense popularity in recent years because it offers the flexibility to students to study anywhere. It enables learners to engage with course content beyond physical classrooms, promoting autonomy and self-regulation. Likewise, having flexibility in studying empowers students to prefer study hours based on personal choices and commitments, facilitating better work-life balance and personalized learning experiences. Moreover, students can spend time efficiently by studying at their own pace and it allows learners to accomplish schoolwork based on their schedules and preferred study environments, fostering a sense of ownership over their education. Lastly, the convenience of studying whenever and wherever is convenient positively affects student satisfaction and promotes inclusivity in learning opportunities.\u003c/p\u003e\n \u003cp\u003eMany studies have highlighted the positive impacts of blended learning on student motivation, engagement, and learning outcomes. For instance, the having flexible time to study promotes a learner-centered approach, enhancing student autonomy and self-regulation (Sandanayake, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e). Moreover, blended learning provides for better work-life balance and studies, benefiting students with various responsibilities (Gambari et al., \u003cspan class=\"CitationRef\"\u003e2018\u003c/span\u003e; Hew \u0026amp; Cheung, \u003cspan class=\"CitationRef\"\u003e2013\u003c/span\u003e). The preference to study at one\u0026rsquo;s own pace has shown to improve academic performance and reduce stress (Alamri et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e; McCutcheon et al., \u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e). Additionally, the liberty to manage schoolwork based on personal schedules promotes a sense of ownership and motivation (Rasheed et al., \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e). Lastly, the comfort of blended learning significantly affect student satisfaction, inclusivity, and better performance (Gao et al., 2019; Domingue, 2016).\u003c/p\u003e\n \u003cp\u003eHowever, to fully support the benefits of blended education, institutions of higher learning must give sufficient assitance for students navigating independent learning and time management (Singh et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). By doing so, blended learning can continue to empower learners willingly and actively engage of their education and adapt to various needs in the digital era. As the educational settings of the times perpetually change, it is essential for educators and institutions to remain vigilant in maximizing the potential of blended learning to cater to the diverse needs of modern learners.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e\n \u003ch2\u003e2.6.2 Resource materials\u003c/h2\u003e\n \u003cp\u003eResource materials play an essential role in enhancing the blended learning experience by giving students with an adequate information and opportunities for active engagement. Accessing information from personal gadgets, utilizing multimedia learning resources, studying modules in Google Classroom, searching for additional information, and accessing other students\u0026rsquo; output for benchmarking purposes all contribute to a more dynamic and personalized learning journey. These resources empower learners to explore and delve deeper into subjects beyond formal learning hours, fostering continuous learning and self-directed exploration (Johnson et al., 2016).\u003c/p\u003e\n \u003cp\u003eThe use of various multimedia learning resources, including images, audio, and videos, caters to different learning styles and preferences, creating an interactive and engaging learning experience. As students engage with these elements, their understanding and retention of information are enhanced, and their creativity and critical thinking skills are stimulated (Bidarra \u0026amp; Rusman, \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e; Jiang, \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). Google Classroom, as a popular learning management system, has become an essential tool in the blended learning experience. Learners can conveniently access modules, assignments, and resources through its user-friendly interface, streamlining their study routines and facilitating effective communication with educators (Kumar et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eBlended learning also encourages students to explore beyond provided course materials and seek supplementary resources to deepen their understanding. This practice cultivates self-directed learning skills and nurtures intellectual curiosity (Ricotta et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eFurthermore, the collaborative nature of blended learning allows students to access and learn from their peers\u0026rsquo; work. Viewing other students\u0026rsquo; output enables learners to benchmark their progress, gain new perspectives, and identify areas for improvement. This practice fosters metacognition and a growth mindset among students (Harris et al., \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eAs educators leverage the full potential of resource materials, blended learning can nurture critical thinking, creativity, and lifelong learning skills, empowering students to thrive in an increasingly digital and knowledge-driven world. By ensuring the appropriate curation and scaffolding of resources, educators can effectively support students in their learning journey, creating a positive and supportive learning atmosphere that encourages exploration, collaboration, and growth.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec11\" class=\"Section3\"\u003e\n \u003ch2\u003e2.6.3 Availability of support.\u003c/h2\u003e\n \u003cp\u003eThe availability of support from family, friends, and peers plays a crucial role in shaping students\u0026rsquo; blended learning experiences and achievements. Collaborative learning with peers, seeking assistance from those around them, comprehending complex topics with the help of their social circle, obtaining financial and emotional support, and fostering closer relationships with family all contribute to a more enriched learning journey. By promoting a culture of support and interconnectedness, blended learning can become a transformative force in empowering learners to achieve their educational goals and thrive in their personal and academic endeavors. Educational institutions and policymakers should recognize the significance of social support in blended learning and encourage an environment that nurtures collaboration, empathy, and active engagement among students.\u003c/p\u003e\n \u003cp\u003eIn a blended learning setting, students can collaborate with their family members, friends, and peers to complete learning activities and exercises. Engaging in cooperative learning activities fosters social interaction, encourages teamwork, and enhances the learning experience. Working together also allows students to exchange knowledge and perspectives, promoting a deeper understanding of the subject matter (Al-Samarraie \u0026amp; Saeed, \u003cspan class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eBlended learning empowers students to seek assistance from their immediate social circle when facing academic challenges. Relying on parents, siblings, or friends for guidance on technical aspects of online learning platforms or clarification on course materials is common. Such peer-to-peer support helps build a sense of camaraderie and mutual trust among learners, contributing to a positive and supportive learning environment (Patrick \u0026amp; Sturgis, \u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e). Comprehending complex topics and challenging concepts can be easier with the help of family, friends, and peers. Engaging in meaningful discussions and explanations of difficult subjects with their social network benefits learners. The diverse perspectives and experiences of these individuals can shed light on different facets of a topic, enriching students\u0026rsquo; comprehension and critical thinking skills (Al-Samarraie \u0026amp; Saeed, \u003cspan class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eBlended learning can be demanding, both academically and emotionally. Students often require financial, emotional, and even spiritual support to navigate the challenges of their studies successfully. Emotional support positively impacts students\u0026rsquo; mental well-being and academic motivation. Financial assistance, such as scholarships or access to educational resources, also reduces stress and improves overall academic performance (Iqbal et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e; Poon, \u003cspan class=\"CitationRef\"\u003e2013\u003c/span\u003e). However, it allows students to study from home or nearby environments, leading to increased opportunities for family involvement. Family engagement in a student\u0026rsquo;s learning journey positively correlates with academic achievement and motivation. Blended learning provides a unique chance for learners to bond with their family members, share their academic progress, and establish a supportive network that can positively impact their educational pursuits (Jowsey et al., \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e). By recognizing and nurturing the significance of social support in blended learning, educators and institutions can create a nurturing and empowering learning environment, encouraging students to excel and flourish in their academic pursuits.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\n \u003ch2\u003e2.7. Negative Experiences (Cons) on Blended Learning\u003c/h2\u003e\n \u003cdiv id=\"Sec13\" class=\"Section3\"\u003e\n \u003ch2\u003e2.7.1 Low internet connection\u003c/h2\u003e\n \u003cp\u003eLow internet connection poses a significant challenge in the blended learning modality, impacting various aspects of students\u0026rsquo; learning experiences. This issue affects students\u0026rsquo; access to educational resources, attendance in live sessions, engagement with online assessments, and timely feedback. To create inclusive and effective blended learning experiences, educational institutions must prioritize providing reliable internet access and implementing strategies to address connectivity issues. Equitable access to technology and online resources is vital to ensure that all students can fully participate in blended learning activities and achieve their educational goals. By acknowledging and mitigating the impact of low internet connectivity, educators can create a supportive and inclusive blended learning environment that maximizes students\u0026rsquo; learning outcomes and overall success (Raphael and Mtebe, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eStudents facing low internet connectivity issues often encounter difficulties accessing the internet for their studies. This situation adversely affects their ability to engage with online learning platforms, access course materials, and participate in digital learning activities. Students from underserved communities and rural areas are particularly affected, leading to disparities in educational opportunities. Ensuring reliable internet access for all students is essential for equitable learning experiences in blended learning environments (Cullinan et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eLow internet connection can lead to disruptions in attending live online classes. Students may face frequent buffering, audio or video lag, and difficulty participating in real-time discussions. This hampers their ability to interact with peers and instructors effectively. Institutions should offer flexibility in attendance policies to accommodate students facing internet connectivity issues during live sessions (Singh et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eBlended learning heavily relies on accessing digital learning materials and online resources. Slow internet connections make it challenging for students to download lecture notes, e-books, research articles, and other relevant materials. This limitation can hinder students\u0026rsquo; ability to engage fully with the course content and may lead to incomplete understanding of topics. Providing offline access to critical resources can mitigate the impact of low internet connectivity on students\u0026rsquo; learning (Raphael and Mtebe, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eLow internet connectivity negatively impacts students\u0026rsquo; ability to take online assessments, such as quizzes, tests, and examinations. Frequent disconnections or long loading times may result in incomplete submissions or loss of work, leading to inaccurate evaluation of students\u0026rsquo; knowledge and skills. To address this issue, offering alternative assessment methods, such as offline exams or open-book assessments, can ensure fair evaluation for all learners (Al-Ataby, \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e). Moreover, it can delay the timely delivery of feedback from instructors, affecting students\u0026rsquo; learning progress and inhibiting their ability to address areas needing improvement promptly. Timely feedback is crucial for promoting a growth mindset and facilitating continuous improvement. Employing alternative feedback mechanisms, such as audio or video recordings, or providing feedback during synchronous sessions, can minimize the impact of connectivity issues on students\u0026rsquo; learning journeys (Tucker et al., \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). By actively addressing the challenges posed by low internet connection, educators can create a more accessible and effective blended learning experience, ensuring that all students have equal opportunities to succeed in their academic pursuits.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec14\" class=\"Section3\"\u003e\n \u003ch2\u003e2.7.2 Lack of gadgets available\u003c/h2\u003e\n \u003cp\u003eThe lack of available gadgets in blended learning poses significant challenges for students, impacting various aspects of their learning experiences. Access to gadgets is crucial for self-paced learning, multitasking abilities, memory capacity, task completion, and focus during studies. However, not all learners have access to personal devices due to financial constraints or lack of support, particularly those from disadvantaged backgrounds (Mhlanga, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). To promote equitable access to blended learning, educational institutions should adopt proactive strategies. Providing loaner devices or facilitating affordable gadget acquisition programs can bridge the digital divide and ensure all students can engage in self-paced learning (Mhlanga, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eStudents using gadgets with slow processors often encounter difficulties in running multiple applications concurrently, hindering efficient learning experiences. Optimizing digital resources and using lightweight applications can minimize strain on slow devices, ensuring students can access learning materials without interruption (Aljaber, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eLimited memory capacity in gadgets can restrict students from downloading and accessing essential course materials and multimedia resources, compromising the quality of learning experiences. Cloud-based storage solutions and offline-capable applications can optimize memory usage and accommodate students with devices of varying storage capacities (McCarthy \u0026amp; Benson, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). Having only one gadget available for blended learning can be challenging, limiting multitasking and potentially disrupting students\u0026rsquo; workflow. Task management strategies, such as organizing priorities and using productivity tools, can help optimize task completion with limited gadget availability (Ibrahim et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eRelying on borrowed gadgets can lead to distractions and hinder students\u0026rsquo; ability to concentrate on their studies. Borrowed devices may have conflicting personal settings, notifications, or limitations that disrupt the learning process. Providing dedicated learning spaces equipped with standardized devices can ensure a focused and conducive learning environment for all students (Kim et al., \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e). By acknowledging and addressing the challenges of limited gadget availability, educators can create a supportive and inclusive blended learning environment, ensuring that all students have equal opportunities to thrive and achieve their academic goals. Promoting equitable access to technology and providing necessary support can empower students to fully engage in blended learning and maximize their learning outcomes.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec15\" class=\"Section3\"\u003e\n \u003ch2\u003e2.7.3 Financial problems\u003c/h2\u003e\n \u003cp\u003eFinancial problems present significant challenges for students in the blended learning modality, affecting their ability to meet both academic and personal needs. To ensure equitable access to blended learning experiences, educational institutions must adopt proactive strategies to support financially vulnerable students.\u003c/p\u003e\n \u003cp\u003eBlended learning often involves additional costs, such as purchasing electronic devices, reliable internet connections, and digital learning platform subscriptions. For financially disadvantaged students, these expenses can be daunting, creating a barrier to their participation in blended learning. Providing financial aid packages and grant opportunities can support students in acquiring the necessary resources (Batac et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eMany students pursuing blended learning also have personal responsibilities, such as family obligations or part-time employment, which may impede their ability to allocate sufficient time and focus on their studies. Balancing personal needs with academic commitments can become particularly challenging for economically vulnerable students. Flexible learning schedules and personalized support systems can accommodate students\u0026rsquo; diverse circumstances and promote their academic success (Porter et al., \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eBlended learning occasionally requires students to attend face-to-face classes or participate in on-campus activities, incurring travel expenses. For students residing far from educational institutions, these costs may present a considerable financial burden. Providing affordable transportation options or arranging virtual attendance alternatives can help mitigate the financial strain on students attending in-person sessions (Glantz \u0026amp; Gamrat, 2020). In addition, it often involves project-based assessments and outputs, requiring students to purchase specific materials or tools. Financially constrained students may face challenges in obtaining these resources, potentially compromising the quality of their projects. Designing project tasks that consider resource availability and allocating adequate time for students to access necessary materials can address this issue (Gedik et al., \u003cspan class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eWhile online learning reduces the need for physical materials, some blended learning courses still require students to print or photocopy modules, assignments, or reference materials. The cost of printing and photocopying can be burdensome for students with limited financial means. Providing digital copies, allowing electronic submissions, or offering printing facilities on campus at subsidized rates can help alleviate this financial burden (Ji et al., \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e). By addressing financial barriers, educators can create an inclusive and supportive blended learning environment, empowering all students to excel academically and realize their full potential. Ensuring equitable access to resources and reducing financial burdens can open doors of opportunity for students and enhance their overall learning experience in the blended learning landscape.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec16\" class=\"Section3\"\u003e\n \u003ch2\u003e2.7.4 Difficulty of doing multi-tasks\u003c/h2\u003e\n \u003cp\u003eMultitasking in blended learning presents unique challenges for students, affecting various aspects of their academic journey. Balancing timely assignment submissions, focus on studies amidst work and business commitments, allocation of time for social life, and effective follow-up on teacher suggestions can be overwhelming. To enhance efficiency and academic success, students must adopt effective time management strategies, prioritize tasks, and seek support from peers, teachers, and technology tools.\u003c/p\u003e\n \u003cp\u003eBlended learning\u0026rsquo;s flexibility often means that students are studying from home, leading to the coexistence of academic responsibilities with household chores and family obligations. This can make it challenging for students to manage their time effectively and submit assignments promptly. Implementing time management techniques and setting clear priorities can help students balance household responsibilities with academic commitments and reduce the likelihood of missed deadlines (Wanner \u0026amp; Palmer, \u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eMany students pursuing blended learning also engage in part-time or full-time work to support themselves financially. Balancing work commitments with academic pursuits can lead to distractions and reduced focus on studies. Creating a structured daily schedule, setting aside dedicated study time, and optimizing the use of breaks can help ensure focused and efficient learning (Wivell \u0026amp; Day, \u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eFor students involved in managing a small business, the demands of entrepreneurship may limit the time available for academic activities. Balancing business responsibilities with coursework can be overwhelming. Leveraging technology for efficient business management and collaborating with peers to share academic responsibilities can help reduce the burden of multitasking (Sanjeev and Natrajan, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). Balancing academic, work, and personal commitments can leave little time for social interactions and relationships. Neglecting social life can lead to feelings of isolation and affect overall well-being. Implementing effective time management and prioritization techniques can create opportunities for social engagement without compromising academic success (Wolters and Brady, \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\n \u003cp\u003eIn blended learning, teachers provide feedback and suggestions for improvement, which require students\u0026rsquo; attention and follow-up. However, a busy schedule may make it challenging students to effectively address these suggestions. Adopting an organized feedback review process, using tools for note-taking and task management, can ensure timely and productive implementation of teacher recommendations (Kabassi et al., \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). By acknowledging the challenges of multitasking and implementing proactive measures, educators can create a supportive and conducive blended learning environment that empowers students to thrive academically and personally. Providing resources and support systems to help students navigate their responsibilities effectively can foster a positive and successful learning experience in the blended learning landscape.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e"},{"header":"3. Materials and Methods","content":"\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003e3.1 Research Design and Setting\u003c/h2\u003e\u003cp\u003eThis study adopted a quantitative approach, employing the descriptive survey method of research. The process entailed collecting, coding, and tabulating quantifiable data through a a validated questionnaire, which assessed the extent of students\u0026rsquo; experiences in the blended learning modality.\u003c/p\u003e\u003cp\u003eThis method was the most suitable choice, as it facilitated the interpretation of results to explore the phenomena, thus enabling a systematic understanding of people\u0026rsquo;s experiences and behaviors (Leavy, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). By utilizing this approach, the study aimed to gain valuable insights into the students\u0026rsquo; experiences within the context of blended learning.\u003c/p\u003e\u003cp\u003eThis study was conducted at the Jose Rizal Memorial State University - Tampilisan Campus (JRMSU-TC), located in Barangay Znac, Tampilisan, Zamboanga del Norte, Philippines. JRMSU-TC is one of the esteemed organic campuses of Jose Rizal Memorial State University, the state university in the province of Zamboanga del Norte.\u003c/p\u003e\u003cp\u003eAt present, JRMSU - TC boasts five colleges and two schools, namely: the College of Agriculture and Forestry (CAF), College of Arts and Sciences (CAS), College of Teacher Education (CED), College of Business Administration (CBA), College of Computer Science (CCS), School of Engineering (SOE), and School of Criminal Justice Education (SCJE). The second semester of the Academic Year 2022\u0026ndash;2023 has seen a total student enrollment of 2,501, reflecting the university\u0026rsquo;s continuing dedication to providing quality education and fostering a vibrant academic community. Despite the challenges posed by the COVID-19 outbreak, the university embarked on the adoption of a blended learning approach as early as the second semester of the 2019\u0026ndash;2020 school year. This proactive move exemplifies the institution's determination to provide exceptional education to its students, even in the face of adversity.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003e3.2 Research Respondents\u003c/h2\u003e\u003cp\u003eThe respondents of the study were the bona fide second year to fourth-year students of JRMSU - Tampilisan Campus from various colleges and schools mentioned above. The data collection took place during the second semester of the academic year 2022\u0026ndash;2023.\u003c/p\u003e\u003cp\u003eTo ensure a comprehensive and representative result from the entire student population, the researchers employed a random sampling technique, selecting a sample size equivalent to 30% of the total student body. Thus, a 30% sample size provided sufficient representation of the population. If the sample is selected randomly and is truly representative, it can yield valid insights into the broader population (Creswell \u0026amp; Creswell, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). This approach guaranteed that the data gathered was a fair reflection of the diverse perspectives and experiences of the students in the mentioned colleges and schools. By utilizing this sampling method, the study aimed to provide valuable insights into the extent of students\u0026rsquo; experiences in the blended learning modality at JRMSU - TC. This is shown in the table 1 next page.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1.0\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eSampling Distribution of the Respondents\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCollege\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eStudents\u0026rsquo; population\u003c/p\u003e\u003cp\u003e(AY. 2022\u0026ndash;2023)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eThe percentage used in the study\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSample size\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCAF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e234\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e30%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e70\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCAS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e30%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCED\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e495\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e30%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e149\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCBA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e601\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e30%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e180\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCCS\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e102\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e30%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e31\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSCJE\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e442\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e30%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e133\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSOE\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e111\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e30%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e1999\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e600\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003e3.3 Research Instrument\u003c/h2\u003e\u003cp\u003eThis study utilized a validated researchers-made questionnaire from students\u0026rsquo; personal experiences and feedbacks, and literatures that were aligned with the findings of various studies conducted by researchers such as Singh et al. (\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Ricotta et al. (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Jowsey et al. (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Cullinan et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Mhlanga (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Batac et al. (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and Wolters and Brady (\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This instrument is consisted of two parts. In the first part, the researchers crafted a letter addressed to the respondents, explaining the nature and purpose of the study and also assuring them that their responses would remain confidential and anonymous throughout the research process. This step was taken to build trust and encourage open participation. Below the letter were the personal information of the respondents such as name (optional) and the college where they belong as this was important to answer inferential questions set in the study.\u003c/p\u003e\u003cp\u003eThe second part of the questionnaire contained five item statements for each construct based on the reviewed literatures and approved item statements by the validators, gathering both positive (pros) and negative (cons) experiences in the blended learning modality at JRMSU-TC. These items were meticulously formulated, drawing insights from an extensive literature review and valuable feedback from students during the pre-survey phase.\u003c/p\u003e\u003cp\u003eRespondents were required to indicate their level of agreement or experience for each item using the following response options: Always Experienced (AE), Often Experienced (OE), Sometimes Experienced (SE), Rarely Experienced (RE), and Never Experienced (NE). This scale allowed for a nuanced understanding of the students\u0026rsquo; experiences with blended learning.\u003c/p\u003e\u003cdiv id=\"Sec21\" class=\"Section3\"\u003e\u003ch2\u003e3.3.1 Validation of Research Instrument\u003c/h2\u003e\u003cp\u003eThe researchers conducted a meticulous and rigorous validation process to ensure it effectively attained the required data for the study. This validation journey involved multiple steps to enhance the instrument\u0026rsquo;s relevance and accuracy. The researchers performed an extensive review of existing literature and studies from reputable research databases such as DOAJ, ERIC, and Science Direct. Drawing insights from these sources, researchers carefully constructed item statements for each construct, ensuring that the instrument aligned with the research objectives and context. To further enhance contextual relevance, the researchers sought feedback from students who were not part of the final data gathering through a pre-survey. The valuable ideas and suggestions gathered from this initial survey were incorporated into refining the instrument.\u003c/p\u003e\u003cp\u003eSubsequently, the instrument was submitted to panel of experts for thorough corrections and enhancement, whose insightful corrections were diligently followed and implemented by the researchers. The adviser\u0026rsquo;s expertise added valuable perspective to the validation process. Next, the researchers sought valuable insights by incorporating feedback from students through a pre-survey and engaging a panel of esteemed faculty experts specializing in the relevant fields of study to serve as validators. These expert validators possessed firsthand experience with students at the inception of the blended learning implementation, enabling them to offer valuable testimony regarding students\u0026rsquo; responses to both positive and negative aspects of the blended learning experience. These distinguished validators were invited to thoroughly review the instrument and provide their professional insights. After their evaluation, 28 items were accepted, while five (4) items were revised based on their suggestions, and three (3) items were ultimately rejected.\u003c/p\u003e\u003cp\u003eTaking into account the feedback from the validators, the researchers made the necessary corrections and improvements to ensure the instrument\u0026rsquo;s validity and reliability. The finalized version of the instrument, representing the culmination of these meticulous validation efforts, was presented to the validators for their endorsement, signifying that it was now ready for the conduct of the study.\u003c/p\u003e\u003cp\u003eAfter a thorough examination of the questionnaire, the researchers conducted a pilot test involving 15 randomly selected students who were not included as actual respondents in the study since it utilized only a sample size. Reliability and internal consistency test using Cronbach Alpha revealed that all considered in the questionnaire are accepted with alpha value greater than @ a 0.70. A Cronbach's Alpha of 0.70 or higher suggests that the items or questions in a scale or questionnaire are reasonably consistent and measure a common underlying construct. This level of internal consistency is typically seen as acceptable for research purposes (Irving et al., 2020). This is shown in Table \u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eReliability Testing of the Instrument\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePositive Experiences\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo. of Items\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCronbach Alpha Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eDecision\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA. Flexibility of time and pace\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.793\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAll items are accepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB. Resource Material\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.817\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAll items are accepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC. Family Support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.917\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAll items are accepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNegative Experiences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo. of Items\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCronbach Alpha Value\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eDecision\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA. Internet Connectivity\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.896\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAll items are accepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB. Lacks of Gadgets\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.913\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAll items are accepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC. Financial Problem\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.909\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAll items are accepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eD. Multitasking\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.952\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAll items are accepted\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003e3.4 Data Gathering Procedure\u003c/h2\u003e\u003cp\u003eThe researchers initiated the process of creating a user-friendly Google Form. To select the 30% sampling, the researchers used convenient sampling technique in order to gather the needed data. This simply based on the availability of the respondents during the conduct of the study. A letter was sent to the campus administrator, deans, associate deans, and chairs of various colleges and schools requesting permission to conduct the study to within the university.\u003c/p\u003e\u003cp\u003eUsing Google Form, the researchers reached out the governors in each college, program, and presidents in each classroom, providing them with the link to the Google Form. This ensured that all potential respondents had access to the questionnaire and could participate in the study conveniently. Following the data collection from the required sample size, it underwent analysis and interpretation.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec23\" class=\"Section2\"\u003e\u003ch2\u003e3.5. Ethical Considerations\u003c/h2\u003e\u003cp\u003eThis study involves human participants, particularly college students, who were given letter of consent if they are willing to participate in the study. They were informed about the nature of the study, its purposes, and the possible outcome. Part of the letter of consent was to make sure that the respondents voluntarily participated in the study without constraints. The good thing was that this study does not involve harm to any participants since they are only voicing out their expereinces with the blended learning in the university. Thus, this paper passed a cafeful ethical considerations ensuring that the rights and dignity of the participants were protected.\u003c/p\u003e\u003c/div\u003e"},{"header":"4. Results and Discussion","content":"\u003cdiv id=\"Sec25\"\u003e\n \u003ch2\u003e4.1 Students’ Positive Experiences of blended learning\u003c/h2\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 3\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eThe Students’ Positive Experiences in Blended Learning as to College\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eStudents’ Positive Experiences as to:\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eCAF\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eCAS\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eCBA\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eCCS\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eCED\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSCJE\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSOE\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eOverall\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\\(\\:\\stackrel{\\text{-}}{\\text{x}}\\)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\\(\\:\\stackrel{\\text{-}}{\\text{x}}\\)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\\(\\:\\stackrel{\\text{-}}{\\text{x}}\\)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\\(\\:\\stackrel{\\text{-}}{\\text{x}}\\)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\\(\\:\\stackrel{\\text{-}}{\\text{x}}\\)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\\(\\:\\stackrel{\\text{-}}{\\text{x}}\\)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\\(\\:\\stackrel{\\text{-}}{\\text{x}}\\)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\\(\\:\\stackrel{\\text{-}}{\\text{x}}\\)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1. Flexibility of time and place\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.80\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2. Resource materials\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4.10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.85\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3. Availability of support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.92\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eMEAN\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.72\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.77\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.12\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.81\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.87\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.78\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.95\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.86\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eLegend:\u003c/p\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"499\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eScale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCode\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDescription\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQualification\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.00-1.80\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNever Experienced\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHave not experienced in a week.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.81-2.60\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRarely Experienced\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExperienced one (1) to two (2) times in a week.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e2.61-3.40\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSometimes Experienced\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExperienced three (3) to four (4) times in a week.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.41-4.20\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOften Experienced\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExperienced five (5) to six (6) times in a week.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.21-5.00\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAlways Experienced\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExperienced seven (7) times \u0026nbsp; \u0026nbsp; in a week.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\u003cbr\u003eTable 3 presented the college students’ perceived experiences on blended learning as to flexibility of time and place, resource materials, and availability of support when grouped according to college. There appeared an overall weighted mean of 3.86, which can be described as “Often Experienced”. This means that during the blended learning modality in their university, the respondents from all colleges experienced the flexibility of time and place, resource materials, and availability of support 5 to 6 times a week.\u0026nbsp;\u003cp\u003eMoreover, as to flexibility of time and place, there appeared an overall weighted mean of 3.80, which is interpreted as often experienced. This means that the respondents were able to study whenever it is convenient in terms of time and place. They were able to spend time efficiently by studying at their own place. The findings presented in this analysis are aligned with existing literature on the advantages of blended learning flexibility. For instance, the ability to study anywhere promotes a learner-centered approach, empowering students to take control of their learning process and fostering autonomy and self-regulation (Sandanayake, 2019). This is consistent with the data showing that students who perceive the ability to study wherever they want had a higher overall mean.\u003c/p\u003e\n \u003cp\u003eFurthermore, to have the flexibility of time and place to study was indeed a positive experience of the students during the blended learning since temporal flexibility has been recognized as an essential factor in supporting students with various responsibilities, contributing to a better work-life balance (Gambari et al., 2018; Hew \u0026amp; Cheung, 2013). This reinforces the results indicating that students who have the opportunity to study at their own pace and choose their study time often experience blended learning more positively.\u003c/p\u003e\n \u003cp\u003eIn addition, as to resource materials there also appeared an overall weighted mean of 3.85, which can be described as “Often Experienced” which means that the respondents experienced this aspect 5 to 6 times a week. This further means that they were able to search for additional information to help them complete tasks. They were able also to access other students’ output for benchmarking purposes. This means that students seeking additional information independently, suggests that students in the institution recognize the importance of self-directed learning.\u003c/p\u003e\n \u003cp\u003eThis is a positive sign, as self-initiated learning is a valuable skill that promotes independent thinking and problem-solving, which are crucial in higher education and beyond. While independent learning is essential, collaborative learning and benchmarking against peers’ work can also be valuable in fostering a sense of community and promoting best practices. Institutions may consider ways to encourage and facilitate more collaborative activities among students, such as peer reviews or group projects.\u003c/p\u003e\n \u003cp\u003eThe CBA students got the highest mean in comparison to other colleges. Intriguingly, despite this statistical divergence, all students, irrespective of their college affiliation, are consistently characterized as frequently experiencing positive educational experiences which falls 5 to 6 times a week. This implies a uniformity in positive experiences among students, hinting at a shared access to abundant educational resources. The institution seem to have effectively facilitated an environment that not only offers a wealth of resource materials but also leverages diverse multimedia learning tools. This suggests a collective effort by educational entities to enrich the learning journey, fostering an atmosphere where students across different colleges benefit similarly from the available educational learning resources.\u003c/p\u003e\n \u003cp\u003eThese findings are aligned with existing research on the potential benefits of resource materials in blended learning. For instance, the higher mean score for item statement 4, which involves students searching for additional information to complete tasks, is consistent with the idea that resource-rich environments encourage learners to explore subjects beyond formal learning hours, fostering continuous learning and self-directed exploration (Johnson et al., 2016).\u003c/p\u003e\n \u003cp\u003eMoreover, in terms of availability of support when data are grouped according to college. There appeared an overall weighted mean of 3.92, which can be described as “Often Experienced (Experienced 5 to 6 times in a week)”. This means that the students were able to establish a closer relationship with their family during studies as they stayed at their homes. Likewise, they also get the financial, emotional, and spiritual support they needed for their studies.\u003c/p\u003e\n \u003cp\u003eThis means that in terms of availability of support, students have a positive experience on it which reflects the positive impact of higher education on students’ relationships with their families. This may be attributed to a sense of emotional connection and support that often comes with academic pursuits. Closer family ties can provide students with emotional stability and motivation during their studies. On the other hand, the lower mean score, which relates to receiving financial, emotional, and spiritual support, suggests that students may face challenges in accessing comprehensive support for their academic endeavors.\u003c/p\u003e\n \u003cp\u003eFinancial support, in particular, can be a significant concern for many students, and this may impact their overall sense of support. All students, regardless of their college affiliation, shared a common descriptor of being frequently experienced. This implies a convergence in the experiences related to familial support among students. The noteworthy lead of CBA students in terms of support services might highlight a proactive approach from their educational institutions. Nevertheless, the shared descriptor of “Often Experienced” implies a universal aspect to the support provided by their respective families, emphasizing a commonality in the students’ perceptions of familial assistance, even as they navigate the distinct support systems within their academic environments.\u003c/p\u003e\n \u003cp\u003eThe findings are aligned with existing research on the importance of support in blended learning. For instance, emotional support has been shown to positively impact students’ mental well-being and academic motivation, contributing to improved overall academic performance (Iqbal et al., 2022; Poon, 2013). Likewise, financial assistance, such as scholarships or access to educational resources, has been shown to reduce stress and positively affect academic performance (Iqbal et al., 2022).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec26\"\u003e\n \u003ch2\u003e4.2 College students’ negative experiences on Blended Learning\u003c/h2\u003e\n \u003cp\u003eTale 4.0 presented the student’s negative experiences on blended learning when grouped according to college. The overall weighted mean is 3.97, which is interpreted as oftentimes experienced. This means that the respondents were able to experience Low Internet Connection, Lack of gadgets available, Financial problems, and Difficulty of doing multi-tasks five (5) to six (6) times in a week. However, it is interesting to note that students from College of Agriculture and Forestry (CAF) always experienced the negative aspects of blended learning compared to students from other colleges. This is presented in the Table 4 next page.\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eTable 4\u003cem\u003e.\u0026nbsp;\u003c/em\u003e\u003c/strong\u003eCollege students’ negative experiences on Blended Learning\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab5\" border=\"1\"\u003e\u003c/table\u003e\n \u003c/div\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"117%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eStudents’ Negative Experiences as to:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCAF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCAS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCBA\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCCS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCED\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSCJE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eOverall\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cimg width=\"6\" height=\"16\" src=\"data:image/png;base64,R0lGODlhBgAQAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAABAAGAAkAhAAAAAAAAAAAOgA6OgBmtjoAADoAOmYAAGY6AGaQtpA6AJC2ZrZmALaQOtu2Zv/bkP/btv//2wECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwUf4BGMAQGcaIpGyjicTyEsKBMIJ4TcgGMkjYAtMBiFAAA7\" alt=\"image\"\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cimg width=\"6\" height=\"16\" src=\"data:image/png;base64,R0lGODlhBgAQAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAABAAGAAkAhAAAAAAAAAAAOgA6OgBmtjoAADoAOmYAAGY6AGaQtpA6AJC2ZrZmALaQOtu2Zv/bkP/btv//2wECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwUf4BGMAQGcaIpGyjicTyEsKBMIJ4TcgGMkjYAtMBiFAAA7\" alt=\"image\"\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cimg width=\"6\" height=\"16\" src=\"data:image/png;base64,R0lGODlhBgAQAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAABAAGAAkAhAAAAAAAAAAAOgA6OgBmtjoAADoAOmYAAGY6AGaQtpA6AJC2ZrZmALaQOtu2Zv/bkP/btv//2wECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwUf4BGMAQGcaIpGyjicTyEsKBMIJ4TcgGMkjYAtMBiFAAA7\" alt=\"image\"\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cimg width=\"6\" height=\"16\" src=\"data:image/png;base64,R0lGODlhBgAQAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAABAAGAAkAhAAAAAAAAAAAOgA6OgBmtjoAADoAOmYAAGY6AGaQtpA6AJC2ZrZmALaQOtu2Zv/bkP/btv//2wECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwUf4BGMAQGcaIpGyjicTyEsKBMIJ4TcgGMkjYAtMBiFAAA7\" alt=\"image\"\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cimg width=\"6\" height=\"16\" src=\"data:image/png;base64,R0lGODlhBgAQAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAABAAGAAkAhAAAAAAAAAAAOgA6OgBmtjoAADoAOmYAAGY6AGaQtpA6AJC2ZrZmALaQOtu2Zv/bkP/btv//2wECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwUf4BGMAQGcaIpGyjicTyEsKBMIJ4TcgGMkjYAtMBiFAAA7\" alt=\"image\"\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cimg width=\"6\" height=\"16\" src=\"data:image/png;base64,R0lGODlhBgAQAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAABAAGAAkAhAAAAAAAAAAAOgA6OgBmtjoAADoAOmYAAGY6AGaQtpA6AJC2ZrZmALaQOtu2Zv/bkP/btv//2wECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwUf4BGMAQGcaIpGyjicTyEsKBMIJ4TcgGMkjYAtMBiFAAA7\" alt=\"image\"\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cimg width=\"6\" height=\"16\" src=\"data:image/png;base64,R0lGODlhBgAQAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAABAAGAAkAhAAAAAAAAAAAOgA6OgBmtjoAADoAOmYAAGY6AGaQtpA6AJC2ZrZmALaQOtu2Zv/bkP/btv//2wECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwUf4BGMAQGcaIpGyjicTyEsKBMIJ4TcgGMkjYAtMBiFAAA7\" alt=\"image\"\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cimg width=\"6\" height=\"16\" src=\"data:image/png;base64,R0lGODlhBgAQAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAABAAGAAkAhAAAAAAAAAAAOgA6OgBmtjoAADoAOmYAAGY6AGaQtpA6AJC2ZrZmALaQOtu2Zv/bkP/btv//2wECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwECAwUf4BGMAQGcaIpGyjicTyEsKBMIJ4TcgGMkjYAtMBiFAAA7\" alt=\"image\"\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1. Low Internet Connection\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.88\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2. Lack of gadgets available\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.89\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3. Financial problems\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.96\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4. Difficulty of doing multi-tasks\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.15\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMEAN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.30\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.95\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.12\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.87\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.80\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.97\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.78\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eOE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.97\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003cp\u003e\u003cstrong\u003eLegend:\u003c/strong\u003e\u003c/p\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"536\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eScale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCode\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDescription\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQualification\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.00-1.80\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNever Experienced\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHave not experienced in a week.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.81-2.60\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRarely Experienced\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExperienced one (1) to two (2) times in a week.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e2.61-3.40\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSometimes Experienced\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExperienced three (3) to four (4) times \u0026nbsp;in a week.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.41-4.20\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOften Experienced\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExperienced five (5) to six (6) times \u0026nbsp;in a week.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.21-5.00\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAlways Experienced\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExperienced seven (7) times \u0026nbsp;in a week.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003cdiv\u003e\n \u003c/div\u003e\n \u003cp\u003eIn terms of low internet connection, there appeared an overall weighted mean of 3.88, which can be described as “Often Experienced”. This means that they found it challenging to connect easily to the internet for their studies. They also find it challenging to download provided learning materials and access other online resources related to their studies during the blended learning. These results emphasize the critical importance of reliable and easily accessible internet connectivity for students in their studies. It also highlights that while students frequently experience connectivity, there are challenges in downloading learning materials and accessing online resources. Additionally, the variations in experiences among different colleges suggest that institution and other agency both public and private ones should pay close attention to addressing connectivity issues, particularly for colleges or programs where students report lower levels of access. Ensuring equitable access to online resources and materials is essential for creating inclusive and effective learning environments. This is a serious challenge to students in the College of Agriculture and Forestry (CAF), while students in College of Business Administration (CBA), School of Criminal Justice Education (SCJE), College of Arts Sciences (CAS), College of Computing Studies (CCS), College of Education (CED), School of Engineering (SOE) have also share similar problem.\u003c/p\u003e\n \u003cp\u003eThese findings are aligned with existing research on the impact of low internet connectivity on blended learning experiences. Internet connectivity issues can hinder students’ ability to engage fully with course content and may lead to incomplete understanding of topics (Raphael and Mtebe, 2016). Furthermore, providing offline access to critical resources has been suggested as a potential solution to mitigate the impact of low internet connectivity on students’ learning experiences (Raphael and Mtebe, 2016).\u003c/p\u003e\n \u003cp\u003eIn terms of lack of gadgets available there appeared an overall weighted mean of 3.89, which can be described as “Often Experienced”. This means that the respondents found it challenging to have freely available gadgets for their self-paced and problematic to focus because they still need to borrow other people’s gadgets. When grouped according to college, CAF got the highest mean of 4.32 described as “Always Experienced” while students in CBA, SCJE, CCS SOE, and CAS have “Often Experienced” having means of 4.06, 3.89, 3.88, 3.78 and 3.60, respectively.\u003c/p\u003e\n \u003cp\u003eThis means that it is very important having access to personal gadgets for self-paced studies, as it significantly contributes to students’ ability to focus on their coursework. Conversely, the need to borrow other people's gadgets can pose challenges and potentially disrupt students’ concentration. Additionally, CAF should be prioritized as the college highlight the need to address this issue related to access to essential study tools, such as gadgets, to ensure that all students can fully engage in their studies. Providing equitable access to these resources is crucial for promoting student success and academic achievement.\u003c/p\u003e\n \u003cp\u003eThe findings presented in this analysis align with existing research on the importance of gadget availability for blended learning. Access to gadgets is crucial for self-paced learning, multitasking abilities, memory capacity, task completion, and focus during studies (Mhlanga, 2021). This supports the higher mean score for item statement 1, which indicates that students often experience difficulties in their studies due to the lack of freely available gadgets. Moreover, learners from disadvantaged backgrounds may face additional challenges in accessing personal devices due to financial constraints or lack of support (Mhlanga, 2021). This corroborates the higher mean score for CAF students, suggesting that they may encounter more significant barriers to gadget availability compared to other colleges.\u003c/p\u003e\n \u003cp\u003eIn terms of financial problems there appeared an overall weighted mean of 3.96, which can be described as “Often Experienced”. It means that the respondents found it challenging to pay for the printing and photocopying of their modules and other paperwork. They also found it challenging to study while supporting their personal needs. When grouped according to college, CAF got the highest mean of 4.28 described as “Always Experienced” while CBA, SCJE, CCS, SOE, CAS and CED “Often Experienced”. This means that the results highlighted the financial burden associated with paying for printing and photocopying of academic materials and paperwork. This expense is a common experience among students and can contribute to the overall cost of education. On the other hand, the lower mean score related to studying while supporting personal needs, suggests that students may face challenges in balancing their academic responsibilities with personal demands. Furthermore, students are in needs based on their financial circumstances specially from CAF together with students in other colleges. Addressing the financial aspects of education, such as the cost of printing and photocopying, is essential to ensure that students can access and afford necessary materials for their studies. Additionally, providing support and resources to help students effectively manage both their academic and personal responsibilities is crucial for their overall well-being and academic success.\u003c/p\u003e\n \u003cp\u003eThese findings are aligned with existing research on the impact of financial constraints on students in blended learning. Financially constrained students may face challenges in obtaining necessary resources, potentially compromising the quality of their projects (Gedik et al., 2013). This supports the higher mean score for item statement 5, which indicates that students often encounter difficulties in paying for printing and photocopying course materials. Furthermore, in terms of difficulty in doing multi-tasks there appeared an overall weighted mean of 4.15, which can be described as “Often Experienced”. This means that the respondents found it challenging to follow up on the suggestions provided by their teacher with a hectic schedule. Likewise, they found it challenging to submit their assignments and other outputs on time due to household chores that they are obliged to do while at home. When grouped according to college, respondents from CAS, CAF and CBA got the rating of “Always Experienced.” On one hand, SCJE, SOE, CED, and CCS got “Often Experienced” rating.\u003c/p\u003e\n \u003cp\u003eThe means students find it challenging specially to do the follow up based on the suggestion provided by teachers. Moreover, they are also confronted with problems like submitting assignments on time, focusing on studies, and finishing the required activities. Thus, students face challenges in balancing their household responsibilities with their academic obligations. This finding underscores the need for institutions to consider the various responsibilities and demands that students may have outside of their studies and to provide support and flexibility where possible. Furthermore, the support should be prioritized to students coming from CAS, CAF, and CBA. It is essential for institution to be aware of these differences and to provide appropriate support and resources to help students excel academically regardless of their academic college.\u003c/p\u003e\n \u003cp\u003eThese findings are aligned with existing research on the challenges of multitasking in blended learning environments. Many students pursuing blended learning also engage in part-time or full-time work to support themselves financially, which can lead to distractions and reduced focus on studies (Wivell and Day, 2015). This supports the higher mean scores for CAS, CAF, and CBA students, suggesting that they may have more diverse academic and non-academic responsibilities to manage. Furthermore, implementing time management techniques and setting clear priorities have been suggested as effective strategies to help students balance household responsibilities with academic commitments and reduce the likelihood of missed deadlines (Wanner and Palmer, 2015).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec27\"\u003e\n \u003ch2\u003e4.3 Significant Difference on Students’ Positive experiences in blended learning\u003c/h2\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab6\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 5.0\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eKruskal – Wallis H Test of Difference on students’ positive experiences in Blended Learning when grouped according to College\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePOSITIVE EXPERIENCES\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCOLLEGE\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean Rank\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eH - value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ep-value @ α 0.05 level of significance\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eInterpretation\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eFlexibility of time and place\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e229.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e83.405\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eHighly Significant\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e266.25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCBA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e180\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e381.44\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCCS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e290.94\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCED\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e149\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e303.28\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSCJE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e218.31\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e339.23\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e600\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eResource materials\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e240.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e26.951\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eHighly Significant\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e247.88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCBA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e180\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e346.81\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCCS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e264.16\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCED\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e149\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e275.10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSCJE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e310.05\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e293.06\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e600\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eAvailability of support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e227.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e34.297\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eHighly Significant\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e268.75\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCBA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e180\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e351.95\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCCS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e251.53\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCED\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e149\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e300.16\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSCJE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e277.40\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e320.91\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e600\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eTable 5.0 presented the significant difference on the students’ positive experiences in blended learning modality in terms of flexibility of time and place, resource materials, and availability of support as perceived by the respondents when grouped according to college. In terms of flexibility of time and place, CBA got the highest Mean Rank of 381.44 while SCJE got the lowest Mean Rank of 218.31. Likewise, in terms of resource material, CBA got the highest Mean Rank of 346.81 while CAF got the lowest Mean Rank of 240.62. Also, in terms of availability of support, CBA got the highest Mean Rank of 351.95 while CAF got the lowest Mean Rank of 227.04\u003c/p\u003e\n \u003cp\u003eWhen data were statistically treated using Kruskal - Wallis H test of significant difference at 0.05 margin of error, in the flexibility of time and place, resource materials and availability of support, respondents got an H-value of 83.405, 26.951, and 34.297, respectively. Moreover, on the perceived positive experiences in blended learning modality among students, all constructs led to p-values of 0.000, which is less than the α value at 0.05 significance, thereby interpreted as “Highly Significant Difference”. Thus, the null hypothesis stating “There is no significant difference on the extent of students’ positive experiences in blended learning modality in JRMSU – TC when grouped according to college” is hereby rejected. The post hoc test using Dunnett T3 test was run to determine which group differs among others \u003cem\u003e(see Appendix A pp. 69–71).\u003c/em\u003e It can be observed that the CBA differs significantly to other colleges in all three constructs namely flexibility of time and place, resource materials and availability of support. These results are also parallel to the observed means found in the previous tables where CBA have consistently acquired means higher compared to other colleges.\u003c/p\u003e\n \u003cp\u003eThe result implies that the respondents’ perceived positive experiences significantly vary concerning colleges on flexibility of time and place, resource materials, and availability of support as the CBA students are mostly experienced positive experiences as they have the access to gadgets, utilize multimedia, can access and study modules found in Google Classroom, have sufficient access to information, and access to benchmark outputs of others. These findings on significant difference of students perceived positive experiences in blended learning modality in JRMSU - TC are related to the study of Jennifer Tupper and Gordana Krizmanich (2017) who stated that different students might have different preferences and benefits from the blended learning approach.\u003c/p\u003e\n \u003cp\u003eThe possible explanations for the existing differences in the blended learning experiences among the colleges are multi-faceted. Firstly, these differences may be attributed to the influence of institutional culture and practices. Each college possesses its unique institutional culture and practices that shape the implementation of blended learning (Graham et al., 2013). Secondly, the allocation of resources plays a crucial role in determining the availability of support services and resource materials for blended learning within each college (Poon, 2013). Additionally, variations in faculty training and support can significantly affect students’ experiences with blended learning (Jokinen \u0026amp; Mikkonen, 2013). Finally, the composition of students in each college, including factors such as socioeconomic status and technological access, may also contribute to the observed differences in blended learning experiences (Al-Azawei et al., 2017).\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec28\"\u003e\n \u003ch2\u003e4.4 Significant Difference on Students’ Negative Experiences in blended learning\u003c/h2\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab7\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 6.0\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eKruskal – Wallis H Test of Difference on the students’ negative experiences in Blended Learning when grouped according to College\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eNEGATIVE EXPERIENCES\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCOLLEGE\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean Rank\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eH - value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ep-value @ α 0.05 level of significance\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eInterpretation\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eLow internet connection\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e227.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e46.606\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eHighly Significant\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e268.75\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCBA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e180\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e351.95\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCCS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e251.53\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCED\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e149\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e300.16\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSCJE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e277.40\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e320.91\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eLack of gadgets available\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e390.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e54.569\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eHighly Significant\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e282.88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCBA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e180\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e331.82\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCCS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e253.80\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCED\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e149\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e266.06\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSCJE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e287.88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e193.17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eFinancial problems\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e408.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e45.705\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eHighly Significant\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e188.88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCBA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e180\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e328.59\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCCS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e265.75\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCED\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e149\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e243.49\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSCJE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e293.78\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e249.77\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eDifficulty of doing multi-tasks\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e384.68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e55.392\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" rowspan=\"8\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"8\"\u003e\n \u003cp\u003eHighly Significant\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCAS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e287.88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCBA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e180\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e337.28\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCCS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e255.33\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCED\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e149\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e242.43\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSCJE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e290.81\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSOE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e267.64\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eTable 5.0. presented the significant difference on the negative experiences in blended learning modality in JRMSU - TC in terms of low internet connection, lack of gadget available, financial problems, and difficulty of doing multi-tasks as perceived by the respondents when grouped according to college. In terms of low internet connection, CBA got the highest Mean Rank of 351.95 while CAF got the lowest Mean Rank of 227.04. Likewise, in terms of lack of gadgets available, CAF got the highest Mean Rank of 390.02 while SOE got the lowest Mean Rank of 193.17. In terms of financial problems, CAF got the highest Mean Rank of 408.49 while CAS got the lowest Mean Rank of 188.88 and in terms of difficulty of doing multi-tasks, CAF got the highest Mean Rank of 384.68 while CED got the lowest Mean Rank of 242.43.\u003c/p\u003e\n \u003cp\u003eWhen statistically treated using Kruskal - Wallis H test at 0.05 margin of error, low internet connection got an H-value of 46.606, lacks of gadgets available got an H-value of 54.569, financial problems got an H-value of 45.705, and difficulty of doing multi-tasks got an H-value of 55.392. Moreover, all variables got the p-value of 0.000, which interpreted as “Highly Significant Difference” on the perceived negative experiences in blended learning modality among students. Thus, the null hypothesis stating “There is no significant difference on the extent of students’ negative experiences in blended learning modality in JRMSU – TC when data are grouped according to college” is hereby rejected. The post hoc test using Dunnett T3 test was run to determine which group differs among others. It can be observed that CAF differs significantly compared to other colleges in all four constructs, namely low internet connection, lack of gadget available, financial problems, and difficulty of doing multi-tasks. These results are also parallel to the observed means found in the previous table where CAF have means consistently higher compared to the rest of the colleges.\u003c/p\u003e\n \u003cp\u003eThe result implies that the respondents’ perceived negative experiences significantly vary concerning colleges on low internet connection, lack of gadget available, financial problems, and difficulty of doing multi-tasks as the CAF students are mostly experienced positive experiences than students from other colleges. These findings on significant difference of students’ perceived negative experiences in blended learning modality in JRMSU - TC are related to the study of Jiaxin Li and Mimi Li (2021), which states that the negative experiences of students in blended learning modality can be different from each other. Thus, the null hypothesis stating “There is no significant difference on the extent of students’ negative experiences in blended learning modality in JRMSU – TC when data are grouped according to college” is hereby rejected.\u003c/p\u003e\n \u003cp\u003eTo enhance the overall blended learning experience, addressing the significant differences in negative experiences across colleges and schools requires targeted support and interventions tailored to each institution’s unique needs. Equitable resource allocation and management can mitigate challenges related to gadget availability, low internet connection, and financial constraints (Mhlanga, 2021). Faculty and staff training in blended learning can enhance their ability to address student challenges effectively. Designing targeted student support services based on recognized variations can further enhance the learning experiences of students facing specific difficulties. Emphasizing continuous assessment and improvement of blended learning practices ensures ongoing enhancements for the benefit of all students.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e"},{"header":"5 Conclusions","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eBased on the results and discussions, this study concludes that the college students generally have \u0026ldquo;Often Experienced\u0026rdquo; positive experiences in which experienced it five to six times in a week in terms of flexibility of time and place, resource materials, and availability of support as they experienced blended learning. However, they also frequently encounter negative experiences concerning low internet connection, lack of available gadgets, financial problems, and difficulty in multitasking. Therefore, blended learning implementation is accompanied with various challenges especially in remote areas where internet connections are slow, to those studens who come from low-income family and to those students whose literacy and capacity cannot cope up multi-tasking.\u003c/p\u003e\u003cp\u003eConsequently, the study reveals a highly significant difference in students\u0026rsquo; experiences across colleges. These findings provide valuable insights for institutions of higher learning to tailor targeted support and interventions to address specific challenges, allocate resources more strategically, enhance faculty and staff training, and design student support services to optimize the blended learning experience for all students. Overall, this research contributes to a deeper understanding of blended learning implementation and highlights areas for continuous improvement in the institution\u0026rsquo;s learning environment. Therefore, the null hypothesis stating \u0026ldquo;there is no significant difference on the extent of students\u0026rsquo; positive and negative experiences in blended learning modality in JRMSU - TC when grouped according to college\u0026rdquo; is hereby rejected.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"6. Recommendations","content":"\u003cp\u003eBased on the conclusion drawn from this study, several recommendations can be made to enhance the blended learning modality in higher education:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eSchool administrators may provide necessary resources and relevant skills development training among faculty to improve successful and quality delivered blended learning education.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eThe universities and colleges may continuously implement blended learning in remote areas but the higher institution and school administration may provide education-aide in a form of financial assitance, gadget supplies to students who come from poorest of the poor and other programs that may help the struggling students in surpassing the challenges they negatively experienced on blended mode of learning.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eTeachers/faculty may formulate a suitable and non-multitasking learning materials that meets quality standards but ensures inclusive learning including those slow learners.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eThe school administration may request telecommuncation companies to improve internet connectivity in the school vicinity or allocate funding to improve internet connections within the campus to ensure smooth implementation of blended learning. Likewise, local government units in the region in the remote areas may request telecommunication companies to speed up internet connections in the remote areas to support blended learning education of their constituents.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Acknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;This paper was supported by the college of teacher education of JRMSU-TC, its administration, and the research unit of the campus. Special thanks to Dr. Evangeline Mansanadez, the Associate Dean, Prof. Yhebron J. Lagud, the Research Unit Head, and Dr. Dana Faye T. Salundaguit, the Campus Director.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConceptualization- JMA; Data Gathering- VA, MRA \u0026amp; AA; Methodology- HB \u0026amp;AD; Investigation and Communication- VA, MRA \u0026amp; AA, Data Analysis- JMA; Writing the original draft- VA, MRA \u0026amp; AA, Resources- JMA, VA, MRA, AA, HB \u0026amp;AD, Writing the journal article and editing-JMA\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study did not receive any particular research grant from funding agencies including the university, the public, commercial, or non-profit sectors.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data gathered and analysed during in this study are not publicly available due to ethics requirements, and confidentiality. However, these are archived by the author and be avaible on reasonable request.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eGenerative AI and AI-assisted technologies in the writing process\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDuring the conduct of work, the authors did not use any generative AI and other AI-related technologies.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors have no competing interests to declare.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAlamri, H. A., Watson, S., \u0026amp; Watson, W. (2021). Learning technology models that support personalization within blended learning environments in higher education.\u003cem\u003e \u003c/em\u003e\u003cem\u003eTechTrends: Linking Research and Practice to Improve Learning. Association for Educational Communications \u0026amp; Technology. 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College students\u0026rsquo; time management: A self-regulated learning perspective. \u003cem\u003eEducational Psychology Review. \u003c/em\u003ehttps://doi.org/10.1007/s10648-020-09519-z\u003c/li\u003e\n\u003cli\u003eYılmaz, \u0026Ouml;., \u0026amp; Malone, K. L. (2020). Preservice teachers\u0026rsquo; perceptions about the use of blended learning in a science education methods course.\u003cem\u003e Pdf files. \u003c/em\u003e\u003c/li\u003e\n\u003cli\u003eZayapragassarazan, Z. (2020). COVID-19: Strategies for Engaging Remote Learners in Medical Education. \u003cem\u003eJournal of Education and Health Promotion\u003c/em\u003e. \u003cem\u003eOnline Submission\u003c/em\u003e, \u003cem\u003e9\u003c/em\u003e(273), 1-18.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Jose Rizal Memorial State University Tampilisan Campus","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Perceived Experiences, Blended Learning, Distance Modality, College Students, Higher Education","lastPublishedDoi":"10.21203/rs.3.rs-7102346/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7102346/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study examines the extent of students\u0026rsquo; perceived experiences on blended learning modality in an institution of higher education in the remote area of Mindanao, Philippines. It utilized a descriptive-survey research method, employing a validated researchers-made questionnaire to gather the necessary data. The 600 respondents representing 30% of the total population were obtained using random sampling technique. The weighted mean and Kruskal Wallis H-Test were the numerical measures used for the data analysis.\u003c/p\u003e\u003cp\u003eThe study revealed that the extent of students\u0026rsquo; positive experiences was described as \u0026ldquo;Often Experienced\u0026rdquo; in terms of flexibility of time and place, resource materials, and availability of support. On the other hand, the extent of students\u0026rsquo; negative experiences was described as \u0026ldquo;Often Experienced\u0026rdquo; in terms of low internet connection, lack of gadgets available, financial problems, and difficulty of doing multi-tasks. When respondents were grouped by college, there existed a highly significant difference on the extent of positive and negative experiences of the students in the blended learning modality.\u003c/p\u003e\u003cp\u003eThe post hoc test using Dunnett T3 test revealed that CBA students on the positive experience of the blended learning caused existence of the difference among the colleges under study. On the other hand, CAF students caused the existence of difference on the negative experience on blended learning activity.\u003c/p\u003e","manuscriptTitle":"Beyond the Classroom: College Students’ Experiences on Blended Learning as a Foundation for Enhancing Flexible Learning in Higher Education","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-14 06:59:56","doi":"10.21203/rs.3.rs-7102346/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"0b4cc1de-7be6-433c-95df-0835ab735e1c","owner":[],"postedDate":"July 14th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":51472238,"name":"Educational Psychology"},{"id":51472239,"name":"Special Education"}],"tags":[],"updatedAt":"2025-07-14T06:59:56+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-14 06:59:56","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7102346","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7102346","identity":"rs-7102346","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}