INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education
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Teaching Strategies in Flexible Learning: The Political Science
Department Experience
Aileen B. Sarte
Bicol University College of Social Sciences and Philosophy, Legazpi City, Albay, Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0753
Received: 28 August 2025; Accepted: 03 September 2025; Published: 23 December 2025
ABSTRACT
This study examines the experiences of Political Science students with the teaching strategies employed by their
teachers in the context of flexible learning. This learning modality was practiced during the pandemic when
classes were conducted synchronously and asynchronously. It covered three main objectives: (1) to ascertain the
level of effectiveness of the teaching strategies in flexible learning used by the Political Science faculty members
in their professional courses as perceived by the students; (2) to identify the factors contributing to the level of
effectiveness of the teaching strategies as perceived by the students; and (3) to determine the challenges the
students encountered in relation to the teaching strategies employed by their subject teachers for flexible
learning. This study used the mixed-method approach. A structured questionnaire was developed to collect the
necessary data and was distributed to 153 respondents. For the analysis of the answers obtained from the
interview of 12 students, thematic analysis was used to determine the challenges and factors affecting the
effectiveness of the teaching strategies. The findings revealed that the most effective strategy was the use of
visuals, including PowerPoint presentations, as it stimulates the imagination and helps students develop visual
thinking skills. Other learning strategies were considered only effective because they do not warrant a conducive
learning environment suited for synchronous and asynchronous classes. The factors that contributed to the
effectiveness of these strategies included the creation of school policies to accommodate flexible learning
modalities, managing learner behavior to provide productive learning opportunities, presenting appropriate
content, and engaging teachers in targeted behavioral interventions. The most frequently observed challenges in
the conduct of flexible learning include engagement issues such as reporting without proper feedback, the
overwhelming volume of activities, and irregular attendance by teachers.
Keywords: teaching strategies, flexible learning, Political Science department, experience
INTRODUCTION
During the pandemic, people’s lives were completely upended due to the drastic and abrupt changes in social
norms and lifestyles, given the stringent preventive measures imposed in the community. The restrictions on the
mobility of people brought about by the deadly COVID-19 virus impacted various human endeavors, including
running essential errands, outdoor recreational activities, livelihoods, and business undertakings.
Moreover, a great deal of challenges have been faced by private offices and government agencies since the
mandatory community quarantine was implemented. Hence, schools and universities were never exempt from
this situation.
Consequently, CHED Chairman Prospero de Vera III stated that HEIs are ready by August 2020, though the
battle with the coronavirus is still ongoing. He said that high-performing universities have adopted flexible
learning before COVID, so this kind of learning modality is not new at all. Other universities, on the other hand,
are also preparing before the opening of classes that involve the use of digital and non-digital technology, where
the Internet is not required at all (Magsambol, 2020). On September 2, 2020, CHED issued Memorandum No.
4, Series of 2020, declaring the adoption and promulgation of flexible learning to be implemented in the private
and public HEIs. Given the mandate to study at home, schools tend to improvise to serve their clientele without
sacrificing the quality of education their students deserve.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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There has been a considerable amount of time for online classes to be adopted in schools to determine if quality
education has been delivered to some extent among our students. However, pragmatically speaking, we cannot
deny the fact that certain factors hinder learning outcomes. Learning options were then provided to cater to the
various needs of the students. For example, synchronous modality is used when the internet connection is stable,
and asynchronous modality is used when the situation is deemed otherwise. However, there are other reasons
why asynchronous learning is sometimes adopted; it may be due to school activities that require teachers to be
on-site, or student activities that allow them to be excused from attending online classes. The rest could be
attributed to poor internet connection, power interruptions, natural calamities, and many other unforeseen
circumstances.
The challenge of implementing flexible learning modalities has encouraged the political science program, whose
curriculum is designed to cultivate students’ analytical and critical thinking skills, research, communication, and
ethical engagement (CMO NO. 5, s. 2017), to reevaluate and reform its teaching strategies to attain its desired
learning outcomes. In the study of Holmes (2012), he identified two challenges that political science needs to
focus on: (1) promoting civic spiritedness on the part of the students, and for teachers to reflect on the pedagogy
to facilitate learning, and (2) to have a purposeful impact on public policy. This challenge in the field is still
relevant in the present situation, as Go (2023) reiterated that political scientists should be able to advise
policymakers at different levels of governance; thus, the discipline is very much ready for integrating theory and
practice.
Given these premises, this study aimed to (1) ascertain the level of effectiveness of the teaching strategies in
flexible learning used by the Political Science faculty members in their professional courses as perceived by the
students; (2) to identify the factors contributing to the level of effectiveness of the teaching strategies as perceived
by the students; and (3) to determine the challenges the students encountered in relation to the teaching strategies
employed by their subject teachers for flexible learning. This way, professors could practice the best teaching
strategies for flexible learning. Students’ personal experiences in flexible learning will help validate the teaching
strategies, as they would explain why some of these strategies have failed while others are deemed highly
effective. The findings of this study will benefit academics, both local and international, by recommending
effective teaching strategies that can be replicated in their respective fields of work, while inspiring future
researchers to explore other factors for potential research.
CONCEPTUAL/THEORETICAL FRAMEWORK
This study employed the educational theory of Constructivism, in line with the teaching strategies, and
Behaviorism, a psychological theory, to explain the students' behavior in response to the approach applied to
them.
The theory of constructivism, as proposed by Piaget, states that one’s experiences are how knowledge is created
and forms its meaning. (Teachnology, n.d.) In a constructivist view, learning happens through active
collaboration and interaction among students and teachers. Learning occurs through an inductive process, where
teachers initiate the exploration of ideas in an active and learner-centered environment (ASU, 2021).
Since our educational system focuses on the outcomes of our students' learning, the idea of constructivism as a
theoretical framework best aligns with the concept of student-centered instruction. Although teachers employ
flexible teaching strategies, the design of their lessons allows students to work at their own pace, enabling them
to explore different resources and exercise their critical thinking in the process. Students are in constant
communication with their teachers through various convenient online or electronic means, implying that teachers
serve as guides who facilitate their students' learning.
Constructivist teaching strategies include role-playing, open-ended questions, and real-world hands-on problem-
solving activities that enable students to learn through interaction and experience. These learning engagements
promote active student participation, encouraging teamwork and individual significance. In the learning process,
it adopts effective collaboration, dynamism, and helps create a learning experience based on real-world contexts
that enhance the students’ critical thinking skills and deep appreciation of the subject matter.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Behavioral learning theory, as presented by John B. Watson and B.F. Skinner explains learning as a change in
observable behavior shaped by environmental stimuli, reinforcement, and punishment. The core strategies
applied by teachers using this theory include positive/negative reinforcement, punishment, modelling, shaping,
cueing, token economies, behavior contracts, and direct instruction (National University, 2023).
These strategies offer several benefits, such as encouraging students to repeat pleasant behaviors and avoid
unpleasant ones, enhancing students’ engagement in activities by stimulating their interest, and helping teachers
to monitor and make some adjustments to instruction based on students’ performance. It therefore offers
important ways to shape the behavior and learning among students, such as creating effective teaching strategies,
a conducive learning environment, and strengthening students’ participation that cater to the different needs of
the students.
Behaviorism enables students to develop mastery in skills and knowledge through constant practice and
reinforcement, which leads to better retention of information, better behavior, and academic success. This study,
therefore, delved into investigating students' experiences through interviews and surveys to assess the behavior
manifested by students in response to the strategies used by teachers.
MATERIALS AND METHODS
The respondents of the study are political science students who were enrolled in the program during the
pandemic, when classes were held online. A sample population was identified per year level from the second to
the fourth year. The stratified sample size was calculated using the formula: stratified sample size = (sample
size/population size) × stratum size. Out of the total population of 253, the sample size is 153, with a distribution
of 48 (2nd year), 46 (3rd year), and 59 (4th year), respectively. For the interview, 12 students were purposively
selected as key informants from each year level to ensure equal representation. Data gathering was conducted
during the second semester of the 2023-2024 school year.
This study used the mixed-method approach. Each objective has a corresponding methodology to ensure the
correctness of the data needed. A structured questionnaire was made to identify teaching strategies employed in
flexible learning and assess their effectiveness as perceived by respondents. The Cronbach’s alpha was used to
measure the internal consistency or reliability, which is appropriate for Likert-type scales as used in the
questionnaire. For the items identifying the teaching strategies used by the teachers, the scale demonstrated an
acceptable reliability ( =.73 ). Subscale reliabilities were as follows: Visual presentations (=.23), student-
centered-inquiry (=.18), cooperative learning (=.23), instruction (=.23), and differentiated learning (=.92).
These results indicate that the questionnaire is a reliable instrument for measuring students’ perception of
effective teaching strategies.
On the other hand, the second part of the questionnaire, where students were asked to identify the factors that
contributed to the effectiveness of teaching strategies, demonstrated low internal consistency (α =.299), likely
due to diverse content areas. Despite this, the items conceptually represent key facets of the construct, and
exploratory factor analysis supports their relevance. Given the exploratory nature of this study, the scale’s use
provides preliminary information, though future research will aim to refine and enhance its reliability. The study
also employed multiple linear regression (standardized beta) to identify the factors contributing to the
effectiveness of the teaching strategies.
Following an in-depth discussion of the challenges experienced and other concerns raised by the students' survey
answers, an interview was conducted. For the analysis of the answers obtained during the interview, the
qualitative aspect of the study, thematic analysis by Braun & Clarke (2006), was employed to generate data on
the challenges experienced and, at some point, on the factors affecting the effectiveness of the teaching strategies.
Following the steps of thematic analysis, the researcher started with the familiarization of the data, followed by
the initial coding or breaking the data into smaller chunks, then grouped into broader themes, and refined them
before integrating into the analysis with supporting quotes and interpretations.
In terms of ethical considerations, the researcher ensured that the code of ethics was observed during the data
gathering phase. Informed consent forms were given to the respondents to assess their understanding of the
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education
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nature and procedures of the interview before they decided to participate in the study. An additional consent
form was provided to obtain their approval for any recordings and documentation before starting the interview.
The researcher emphasizes the participants' complete anonymity and confidentiality to ensure their privacy and
security.
RESULTS AND DISCUSSIONS
The primary objective of this study is to identify and evaluate the teaching strategies in flexible learning as
perceived by Political Science students (n = 153) at the Bicol University College of Social Sciences and
Philosophy. Tables 1 and 1.1 present the commonly used teaching strategies, along with their level of
effectiveness. Table 2, on the other hand, illustrates the various factors contributing to the perceived effectiveness
of the teaching strategies used in flexible learning. Lastly, Table 3 outlines the challenges encountered by
students regarding the teaching strategies employed by their course instructors in flexible learning.
Level of Effectiveness of the Teaching Strategies in Flexible Learning
This section provides for the identification of teaching strategies used by the course instructors in flexible
learning, as identified by the students. Table 1 below presents a summary of the respondents’ answers.
Table 1. Teaching Strategies Utilized in Flexible Learning as Perceived by the Students
Teaching Strategies
f
Percentage
Visual presentations (i.e., use of PowerPoint presentations)
137
89.5%
Student-centered inquiry (i.e., research, reflection papers, journals, etc.)
133
86.9%
Cooperative Learning (i.e., collaborative work on a given task)
121
79.1%
Differentiated Instruction (i.e., use of different assessment tools suited to individual needs)
83
54.2%
The survey results revealed a varied range of teaching strategies employed by course instructors in the flexible
learning environment for AB Political Science students. The most frequently utilized strategy was Visual
presentations (89.5%), like the use of PowerPoint presentations. This high percentage indicates a strong reliance
on visual materials to enhance understanding and engagement in the learning process.
Differentiated Instruction ranked second (86.9%), which includes varied assessment tools tailored to individual
student needs. This approach highlights the instructors' efforts to address diverse learning styles and capabilities,
ensuring that all students have the opportunity to succeed.
The results indicate a strong preference for traditional and research-based teaching strategies, with a particular
emphasis on visuals and student-centered inquiry. Visual presentations, which often incorporate diagrams,
charts, and videos, are highly valued for their ability to make abstract and complex concepts more tangible and
understandable. This approach caters to visual learners and enhances retention by providing concrete
representations of information. The effectiveness of visuals in a flexible learning environment underscores its
role in maintaining student engagement and facilitating deeper comprehension. Similarly, student-centered
inquiry, which includes research projects, reflection papers, and journaling, empowers students to take an active
role in their education. This strategy promotes critical thinking, self-reflection, and independent problem-solving
—essential skills in higher education and beyond. By encouraging students to explore and investigate topics
independently, instructors can foster a sense of curiosity and intrinsic motivation, resulting in more meaningful
and lasting learning experiences.
However, the data also reveals that instructors employ different approaches to cater to diverse learning needs
and preferences, demonstrating their adaptability in the flexible learning environment. As Lundin (2012) stated,
this adaptability is crucial in addressing the varied backgrounds, learning styles, and access levels of students.
For example, differentiated instruction involves tailoring teaching methods and assessment tools to meet the
individual needs of students, recognizing that learners progress at different rates and have unique strengths and
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weaknesses. By using diverse instructional strategies, such as differentiated assignments, flexible grouping, and
personalized feedback, instructors can provide more equitable and inclusive learning opportunities. The mixed
effectiveness ratings for differentiated instruction suggest that while it holds great potential, its implementation
can be complex and requires continuous refinement.
Table 1.1 Level of Effectiveness of Teaching Strategies Utilized in Flexible Learning as Perceived by the
Students
x
Verbal
Interpretation
2.4
Very Effective
2.3
Effective
2.2
Effective
2.3
Effective
2.3
Effective
Visual presentations (use of PowerPoint presentations) emerged as a highly effective strategy, with a weighted
mean of 2.4 interpreted as very effective. This high level of perceived effectiveness underscores the importance
of visual and auditory enhancements in facilitating comprehension and engagement in a flexible learning
environment.
Although teachers may worry about overemphasizing the strategy at the expense of other modes, visual
presentations offer easily understood ways to comprehend the lessons. To prevent low interaction, visuals should
also engage students and provide a platform for expression. Thus, it is necessary to consider sequencing,
identifying which visuals aid comprehension, choosing which format to use when, and the proper tools (software,
video, and graphics) that appropriately represent knowledge. Combining text, audio, and visuals should also be
considered. When using this strategy, teachers are primarily concerned about these issues.
Student-centered inquiry involves learning approaches where students investigate questions, problems, or topics
and is often practiced by letting students choose questions, explore resources, and construct knowledge, to name
a few. This is frequently accomplished by allowing students to select questions, examine resources, create
knowledge, and many other methods. Students take responsibility for their education, which boosts their drive
and perseverance. Writing, presentations, projects, experiments, and other forms of expression could be used to
foster creativity, critical thinking, and adaptability in the way that learning is demonstrated. In guiding students
through the exploration process with this kind of teaching strategy, teachers must possess a thorough
understanding of the subject; otherwise, they risk losing students' attention or settling for a superficial level of
engagement.
A teaching strategy known as differentiated instruction modifies the content and delivery of instruction as well
as how students respond to it through projects, writing, presentations, and creative options. This approach is
believed to be successful because it provides students access to educational resources, allows them to work at
their own pace, and gives them multiple opportunities to demonstrate what they have learned. Therefore, to
enhance or simplify complex material, teachers need to be knowledgeable about it. To guarantee equal access,
they must be able to select and utilize the right technology and control synchronous or asynchronous modes.
Generally, the data suggest that traditional and research-based strategies, such as visual presentations and
student-centered inquiry, are highly valued and effective in flexible learning environments (Crossland & Reudel,
2021). In the context of Political Science pedagogy in the Philippines, it sheds light on the demands to teach the
course in a diverse and digital academic environment. It simplifies complex political concepts, such as
constitutional principles, the structure of governance, electoral systems, and many others, by means of employing
infographics, diagrams, and video explainers to enhance learning, especially for students with diverse learning
needs. These teaching strategies develop the thinking and problem-solving skills of the students and, at the same
time, prepare them to participate actively in democratic governance and exercise their political rights
independently, which helps shape democratic life in the country.
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Factors Contributing to the Level of Effectiveness of the Teaching Strategies
The effectiveness of teaching strategies was determined by factors favored by the students, namely: planning,
management, instruction, and learning environment, as indicated in Table 2. Multiple linear regression was also
performed to determine which of the teaching strategies is better associated with the domains.
Table 2. Factors Contributing to the Level of Effectiveness of Teaching Strategies
Dependent Variable
(Domain)
Predictors
(Teaching Strategies)
β
(Standardized)
Interpretation
Planning
Visual presentation
Cooperative learning
Student-centered inquiry
Differentiated instruction
+0.35
-0.35
0.00
0.00
Strongest positive contributor
Weak predictor
Neutral effect
Neutral effect
Management
Visual presentation
Cooperative learning
Student-centered inquiry
Differentiated instruction
+0.40
-0.40
0.00
0.00
Strongest positive contributor
Weak predictor
Neutral effect
Neutral effect
Instruction
Visual presentation
Cooperative learning
Student-centered inquiry
Differentiated instruction
+0.45
-0.45
0.00
0.00
Strongest positive contributor
Weak predictor
Neutral effect
Neutral effect
Learning
Environment
Visual presentation
Cooperative learning
Student-centered inquiry
Differentiated instruction
+0.30
-0.30
0.00
0.00
Strongest positive contributor
Weak predictor
Neutral effect
Neutral effect
The results indicate that Visual Presentations consistently yielded the strongest positive beta values across
domains, ranging from β = +0.30 to β = +0.45. This suggests that the use of PowerPoint presentations and other
visual aids is strongly associated with better performance in Planning, Management, Instruction, and Learning
environments. However, the Student-Centered Inquiry and Differentiated Instruction displayed a negligible beta
coefficient (β = 0.00), reflecting contributions that align with the average but are not strongly predictive of any
domain. These findings imply that while teachers incorporate a range of strategies, technology-supported
teaching methods play the most significant role in shaping domain outcomes, while collaborative and inquiry-
based approaches are applied less intensively.
On the other hand, effective planning, management, instruction, and a supportive learning environment are all
critical factors that contribute to the perceived effectiveness of teaching strategies in flexible learning. Effective
planning involves meticulous preparation and foresight by instructors, including the development of
comprehensive lesson plans, the incorporation of flexible learning modalities, and the establishment of clear
objectives and outcomes. The planning-related factors, such as creating partnerships with parents and colleagues,
providing appropriate teacher training, and developing school policies for flexible learning, underscore the
importance of a solid foundation in ensuring instructional success. These elements of planning ensure that
educators are well-prepared to meet the dynamic needs of students in a flexible learning environment, allowing
for timely adjustments and the utilization of diverse teaching methods to enhance learning experiences.
Management factors are equally significant, as maintaining an environment conducive to learning is essential
for student success. This includes strategies for maximizing instructional time, managing learner behavior, and
creating a structured yet adaptable classroom atmosphere. Effective management ensures that students remain
focused and engaged, reducing distractions and fostering a productive learning atmosphere. Additionally, the
ability to maximize instructional time ensures that students receive the full benefit of the educational content,
thereby further enhancing their overall learning experience.
Instructional strategies are at the core of effective teaching, with factors such as the delivery of instruction,
presentation of appropriate content, and active engagement of students being critical to their success. These
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strategies not only facilitate comprehension but also encourage student participation and engagement, making
learning more dynamic and enjoyable. Moreover, regular assessment and feedback are crucial for monitoring
student progress and identifying areas for improvement, ensuring that students receive the support they need to
succeed.
Finally, a supportive learning environment, characterized by the use of technology, a positive atmosphere, and
attention to student needs, plays a vital role in the effectiveness of teaching strategies. The integration of
technology, quality resources, and a focus on student well-being further enhances the learning experience,
creating a holistic and supportive educational setting.
Concludingly, the varied nature of effective teaching in flexible learning environments is evident based on the
responses of students across planning, management, instruction, and learning environment factors. Addressing
these various aspects comprehensively ensures that students receive a well-rounded and effective education,
tailored to their diverse needs and preferences. This holistic approach to teaching not only enhances academic
outcomes but also fosters a positive and engaging learning experience for all students.
Challenges the students encountered with the teaching strategies employed by their subject teachers for
flexible learning
This section examines the challenges students face with professors' teaching strategies in continuous blended
learning. By the term “challenges”, it pertains to the obstacles or difficulties that impede the achievement of
students' expected learning outcomes. To gain a deeper understanding of these challenges, interviews were
conducted, and participants were encouraged to share their thoughts on how these challenges affected their
ability to engage with and benefit from the teaching strategies used in their courses.
Table 3. Challenges encountered by the students in the teaching strategies for flexible learning
Themes
Dimensions
(Subthemes)
Collective Description
Engagement Enigma:
Teaching and
Engagement Issues
Reporting is an ineffective
teaching strategy
Overwhelming online activities
Lack of dynamic engagement
and active learning
opportunities
Inappropriate behavior of
professors during online classes
Reporting is often not effective due to a lack of
structured tasks, poor retention, dull presentation,
and inadequate explanations. The challenges of
online teaching are exacerbated by the sheer
volume of assignments and a largely passive
learning environment. This situation raises
concerns among educators about their ability to
meet professional standards, highlighting the
urgent need for more engaging and effective online
teaching methods.
Complex and
Misaligned Content:
Academic Material
Difficulties
Long-winded and Repetitive
Material
Conflicting Instructions and
Rubrics
This theme highlights the issues of long-winded
and repetitive content that overwhelms students
and impedes their ability to grasp key concepts. It
also underscores the confusion caused by
conflicting instructions and rubrics, which leave
students uncertain about expectations and hinder
their academic performance.
Techno-Homebound
Hurdles: Technological
and Household
Challenges
Lack of or poor internet
connectivity
Distractions from the household
environment
Refers to the persistent issue of poor or unreliable
internet connectivity, which disrupts the continuity
of online education and hampers access to essential
resources. Additionally, it highlights the various
distractions present in the household environment,
from noisy surroundings to the demands of
household chores and family responsibilities.
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Wellness Woes: Health
and Personal
Management
Health issues
Poor self-discipline and time
management
Refers to the critical challenges students face
concerning their physical and mental well-being, as
well as their ability to manage time and maintain
self-discipline. This theme highlights the health
issues that arise from prolonged screen time and
the stress associated with adapting to new learning
strategies, which contribute to anxiety, frequent
headaches, and deteriorating eyesight.
Engagement Enigma: Teaching and Engagement Issues
This refers to the challenges that hinder effective student participation in the blended learning modality.
Professors often assign topics to students for reporting during online classes but fail to offer meaningful insights
or guidance, which diminishes the educational value of the exercise and leaves students feeling unsupported and
disengaged. Additionally, the persistence of an overwhelming volume of online activities, including
assessments, readings, and tasks from multiple subjects, is particularly challenging to manage within limited
time frames. This excessive workload can lead to burnout and a decline in motivation among students. The
blended learning modality, particularly the conduct of online classes, often fails to recreate the interactive and
spontaneous nature of in-person learning, resulting in a passive learning experience. Students also highlighted
the importance of immediate feedback and opportunities for spontaneous discussions as crucial for deepening
their understanding and keeping them engaged. Still, these elements are often missing in the digital classroom.
“It means that you don’t get to talk to your professors and classmates in person, and it can be disappointing”
(participant 1).
Furthermore, students pointed out that there are behaviors exhibited by professors, such as being off-camera
during the entire meeting, lacking spontaneity, making insensitive remarks, and creating an uncomfortable and
ineffective learning environment. This behavior not only alienates students but also undermines the credibility
and effectiveness of the teaching process.
For the class to be academically productive, online classes need to be more interactive, and online blended
learning modality should consider the necessities of the learning strategies to be utilized (Mahmood, 2020). The
practice of not receiving proper feedback from professors leaves students feeling unsupported and disengaged,
as they do not receive the necessary guidance or insights to enhance their understanding. Additionally, the
overwhelming volume of online activities and assessments from multiple subjects exacerbates the problem,
leading to burnout and decreased motivation among students. The excessive workload makes it difficult for
students to maintain a balanced academic life, ultimately affecting their overall performance (Angdhiri, 2020;
McMurtry, 2016).
Another notable issue is the lack of dynamic engagement and active learning opportunities in online classes. The
inability to recreate the interactive and spontaneous nature of in-person learning results in a passive learning
experience, where students miss out on immediate feedback and opportunities for spontaneous discussions.
Professors should initiate the exploration of ideas to foster an active and learner-centered environment (ASU,
2021).
Furthermore, unprofessional behaviors exhibited by some professors, such as being off-camera during meetings
and making insensitive remarks, create an uncomfortable and ineffective learning environment. Irregular
attendance of professors further disrupts the learning process, leaving students feeling unsupported and
frustrated. Addressing these challenges is crucial to improving student engagement and participation in blended
learning modalities, ensuring a more effective and enriching educational experience.
Addressing these challenges requires a comprehensive approach that encompasses improving teaching
strategies, managing workloads effectively, ensuring regular attendance, and promoting professional conduct.
By fostering a supportive and interactive learning environment, educators can help students overcome these
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obstacles and enhance their overall educational experience. This result highlights the need for a more responsive
reform, shedding light on areas that require improvement to serve students and implement the institution’s
mandate fully. As discussed by Handog (2020), although schools are not yet ready and face additional challenges,
it will ultimately be beneficial to the education system in the long run.
Complex and Misaligned Content: Academic Material Difficulties
One of the significant challenges faced by students in contemporary educational settings, as reported by the
respondents, is the prevalence of lengthy, verbose, and repetitive academic material. This issue is particularly
problematic as it tends to overwhelm students, making it difficult for them to identify and grasp the key concepts
essential for their learning. The redundancy in the material can lead to a lack of engagement and motivation, as
students may feel inundated with information that does not contribute meaningfully to their understanding of the
subject matter.
Additionally, according to the participants, the lengthy and repetitive content impedes their ability to grasp and
process lessons. Instead of focusing on the core ideas, students become bogged down by the volume of
information, leading to confusion and frustration. This can result in diminished academic performance, as
students struggle to discern the crucial elements of the curriculum from the extraneous details.
In addition to the challenges posed by complex and misaligned content, students often face confusion due to
conflicting instructions and rubrics. This theme underscores the inconsistency in guidelines provided by
professors, which can leave students uncertain about what is expected of them. When instructions and rubrics
are not aligned, students may struggle to understand the criteria for success, which can lead to anxiety and a
decline in confidence in their abilities.
The combination of long-winded, repetitive material and conflicting instructions and rubrics can have a
detrimental impact on students' academic performance. When students are unable to focus on key concepts due
to overwhelming content and are uncertain about expectations because of inconsistent guidelines, their ability to
succeed is compromised. Thus, professors must recognize these issues and strive to create more streamlined and
coherent academic materials (Mitchell, 2014). By reducing redundancy and ensuring that instructions and rubrics
are clear and aligned, educators can help students better understand the essential concepts and meet the expected
standards. This, in turn, can lead to improved engagement, motivation, and academic performance.
Techno-Homebound Hurdles: Technological and Household Challenges
In the context of blended learning, poor internet connectivity presents several challenges. For instance, students
with unreliable internet may struggle to participate in live online sessions, access digital materials, or submit
assignments on time, “The signal here in our area is so slow that I can’t even connect to the point that I have to
go to our rooftop just to attend classes, submit paperwork or do the tasks online” (participant 1). This
inconsistency can lead to gaps in learning and a fragmented educational experience. Educators, in turn, may find
it difficult to implement synchronous teaching strategies, such as live lectures and real-time discussions, which
are integral to the blended learning model. “Some of my peers and I faced difficulties due to limited internet
connectivity. This disparity in access created a learning gap, making it crucial for professors to consider these
limitations while designing their teaching strategies” (participant 7).
Moreover, the reliance on digital tools and platforms in blended learning means that poor internet connectivity
can limit the use of interactive and multimedia resources. “Dealing with technical issues during online classes,
such as poor internet connectivity or software glitches, can be incredibly frustrating” (participant 11). Educators
may have to simplify or exclude these resources, thereby reducing the engagement and effectiveness of their
teaching strategies. As a result, the intended benefits of blended learning—such as increased flexibility,
personalized learning, and enhanced interactivity—may not be fully realized for all students.
In addition to technological challenges, the household environment presents numerous distractions that can
impede both teaching and learning in blended learning modalities. Noisy surroundings, such as loud family
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education
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members, household appliances, and neighborhood commotion, can significantly disrupt students' focus and
concentration during online sessions. These auditory distractions make it difficult for students to engage fully
with the material, leading to decreased comprehension and productivity.
Furthermore, the demands of household chores and family responsibilities add another layer of complexity to
the home learning environment. Students may be required to balance their academic responsibilities with tasks
such as cooking, cleaning, and caring for younger siblings. “There are instances when I have to open my camera
and I am carrying my brother, I spend 80% of my time dealing with all the household chores” (participant 5).
This dual burden can create significant strain, leaving students with less time and energy to dedicate to their
studies. Similarly, educators working from home may face their own set of household distractions, which can
impact their ability to consistently prepare and deliver high-quality instruction.
Wellness Woes: Health and Personal Management Challenges
Health issues have emerged as a significant barrier to the effectiveness of teaching strategies within this modality.
Prolonged screen time, a hallmark of online learning as part of the blended learning modality, can lead to various
physical and mental health problems, including anxiety, frequent headaches, and deteriorating eyesight. “I
experienced frequent headaches, and I also had eye checkups during one of those times since my vision got a
little worse” (participant 6). Students who spend extended hours in front of screens are at risk of developing
Computer Vision Syndrome (CVS), characterized by eye strain, dryness, and blurred vision. These symptoms
can reduce students' ability to focus and engage with the material, thereby hindering their learning process.
Additionally, the sedentary nature of online learning can contribute to physical discomfort and musculoskeletal
problems, further impacting students' overall well-being and academic performance.
Mental health issues, such as anxiety and stress, are also prevalent among students adapting to new learning
strategies. The pressure to meet academic expectations, coupled with the challenges of navigating blended
learning environments, leads to increased levels of stress and anxiety. These mental health concerns can impair
cognitive functions, such as concentration and memory, making it difficult for students to absorb and retain
information.
In addition to health issues, poor self-discipline and time management are critical challenges that students face
in blended learning environments. The flexibility offered by blended learning requires students to take greater
responsibility for their learning, which can be difficult for those who struggle with self-discipline and time
management.
Time management is another crucial skill that students must develop to succeed in blended learning. In this
modality, balancing online and face-to-face components, along with other personal and academic
responsibilities, requires effective time management. Students who struggle with this skill may find themselves
overwhelmed and unable to allocate sufficient time to each task. This can lead to a cycle of stress and poor
performance, further exacerbating health issues and diminishing the overall effectiveness of blended learning
strategies (Angdhiri, 2020).
CONCLUSION
While policies and plans are in place for flexible learning, there are still shortcomings in their implementation
that prevent them from being fully effective. As for the teaching strategies identified in this study, although
appealing, the way teachers execute them does not guarantee that students will achieve the intended learning
outcomes. The nature, therefore, of the flexible learning modality should be approached differently depending
on the expected outcomes of the subject. However, on the part of the students, certain circumstances hinder their
academic involvement, as they are differently situated in terms of financial aspects, family background, place of
residence, and many other factors. There are still many areas to improve in the conduct of flexible learning,
which is primarily based on the teaching strategies employed by teachers. As for the overall findings of the study,
students had a variety of experiences, but most of them were related to their struggles in the new learning
environment, which caused them financial burden, health problems, and disengagement from the learning
process.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education
Page 9854
www.rsisinternational.org
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