Date of Completion

2024

Document Type

Thesis

Degree Name

Bachelor of Science In Nuclear Medicine Technology

Keywords

Post pandemic, blended learning, Nuclear Medicine Technology students

Abstract

This study was conducted to determine the post pandemic blended learning experiences among 73 Bachelor of Science in Nuclear Medicine Technology students in De La Salle Medical and Health Sciences Institute. This study used a descriptive research design. Data were gathered using an adopted questionnaire and treated using mean, frequency, percentage, standard deviation, and ANOVA. The study's findings showed that most respondents are from the third-year level. Overall, the results showed that students had a strong level of blended learning experience based on the three presences. In cognitive presence, the weakest part is the triggering event. Despite being the weakest, it still significantly contributed to the students' blended learning experience. This suggests that there is still a need for improvement in active learning and social engagement within a blended learning setting. Under social presence, open communication appeared to be the weakest. Despite being the weakest, open communication has enough influence on a student's blended learning experience. This suggests increasing course participation and classroom interaction. In teaching presence, direct instruction is the weakest. However, it has a significant contribution to a student's blended learning experience. This suggests improving the instructor’s feedback with a specific emphasis on pertinent matters related to the course. Overall, the post pandemic blended learning experiences of the respondents do not significantly differ when grouped according to year level. Furthermore, teaching presence itself appeared to have significant differences. This indicates that teaching presence 2 contributed more to the respondent’s overall post pandemic blended learning experience.

First Advisor

Cheyen E. Molon

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