Date of Completion

2023

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Blended Learning

Abstract

The study utilized a descriptive, analytical, quantitative research design to identify the perceived challenges of blended learning. In this study, the researchers' target population included 441 students from the Bachelor of Science in Nursing Batch 2023-2025 from De La Salle Medical and Health Sciences Institute. This study used stratified random sampling. The research instrument utilized was a self-made questionnaire to assess perceived challenges during blended learning for BSN Batch 2023–2025 students. The questionnaire was composed of 20 items covering learner and teacher roles, learning approach, and technology. The respondents answered using a 4-point Likert scale, with values interpreted accordingly. Data was analyzed through frequency distribution, weighted mean, standard deviation and Analysis of Variance or ANOVA Test. Major findings showed the following: 1) Majority of respondents lived at home, with monthly family income of Php 76,669-131,483.99, used wifi modem, and had 3-4 gadgets; 2) The respondents perceived learner roles, teacher roles, and learning approach as challenges of blended learning to a moderate extent; while they perceived technology as a challenge of blended learning to a minimal extent. The central concerns of the respondents were continuous communication and skills development; 3) There were no significant differences in the perceived challenges of blended learning when the respondents were grouped according to place of residence and monthly family income. However, there was a significant difference in the perceived challenges of blended learning when respondents were grouped according to type of internet access and technological resources. Unreliable internet access on the teacher’s end and insufficient access to a number of quality and reliable technological resources on the student’s end affected the learning process and environment.

First Advisor

Ronald Ian T. Lim

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