Student Evaluation of Blended Learning Implementation and Faculty Performance with Online Components: A Comparative Analysis Across Senior High School Grade Levels and Academic Strands

Abstract

Blended learning, which combines face-to-face instruction with online learning components, has become increasingly prevalent in Philippine senior high schools. This study examines student evaluations of blended learning implementation, with a specific focus on the effectiveness of its online components. Additionally, it explores faculty performance in delivering these online aspects across various grade levels and academic strands in a Philippine senior high school. Using a mixed-methods approach, this study surveyed 1,450 students from various academic strands (STEM, ABM, HUMSS, and GAS) in Grades 11 and 12. Quantitative data were analyzed using t-tests, Mann-Whitney U tests, and Kruskal-Wallis tests, while qualitative data underwent constant comparative analysis. Results showed no significant differences between grade levels but revealed variations across academic strands. STEM students reported more positive evaluations of online learning implementation, while GAS students viewed faculty performance most favorably. Common challenges identified by the students included excessive workload, unstable internet connections, and mental health concerns. Opportunities focused on better time management, diverse learning tools, and independent learning. These findings underscore the need for strand-specific customization in blended learning implementation and targeted faculty development. The study contributes to research on blended learning in secondary education and offers insights for enhancing technology-enhanced learning in diverse academic contexts.