Difficulties of Teachers in the Implementation of Blended Learning Modality: Basis for an Intervention Plan
DOI:
https://doi.org/10.5281/zenodo.20760410Keywords:
blended learning modality, content delivery, intervention plan, learning facilitators, module preparation, teacher difficultiesAbstract
This study determined the difficulties of teachers in the implementation of blended learning modality and used the findings as basis for an intervention plan. A descriptive research design was employed among 175 elementary school teachers from a district in a medium-sized Division in Central Luzon during School Year 2021-2022. The study described the respondents according to age, length of service, and highest educational attainment; assessed their difficulties in the preparation of modules, reinforcement on content delivery, and interaction with learning facilitators; and tested whether significant differences existed across profile groups. Data were gathered using a researcher-made questionnaire validated by three experts with an excellent validity rating of 4.62 and a reliability index of .977. Frequency, percentage, weighted mean, and Mann-Whitney U test were used in the analysis. Findings showed that most respondents were older teachers, had shorter length of service, and had higher educational attainment. Teachers experienced a high level of difficulty in the preparation of modules (M = 3.66) and reinforcement on content delivery (M = 3.58), while they experienced a moderate level of difficulty in interaction with learning facilitators (M = 3.20). The highest specific difficulties were investing in a fast and reliable internet service provider for uploading modules, enhancing metacognitive and creative problem-solving skills among learners, and accomplishing school roles and responsibilities. No significant differences were found when difficulties were grouped by age, length of service, and highest educational attainment. The study concludes that teachers shared similar implementation difficulties under blended learning regardless of profile and therefore need a practical intervention plan focused on learning resource preparation, content-delivery support, assessment, technology use, collaboration, and institutional assistance.
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