Date of Completion

2024

Document Type

Thesis

Degree Name

Bachelor of Science in Pharmacy

Keywords

Perception, Teaching Strategies, Teaching theories, Pharmacy students, Learning Modalities

Abstract

The COVID-19 pandemic forced many educational institutions to shift from the traditional face-to-face modality to an online learning modality, posing significant challenges for pharmacy students. The study described the perception of undergraduate pharmacy students on the implemented teaching strategies during the transition from online modality during the pandemic to blended and the gradual transition to a full face-to-face setting during the new normal. The study employed a phenomenological qualitative research design. Fifteen regular students were chosen through simple random sampling. Data were collected through online one- on-one interviews and were analyzed through the NVivo application. Deductive thematic analysis was performed to identify the perceptions of the participants with regards to the different teaching strategies they encountered. Results showed that during the pandemic, online modalities predominated, with professors utilizing video conference platforms, recorded lectures, modules, simulation, and game-based platforms with its associated benefits and challenges. Also, blended learning offered flexibility and in-person instruction, positively impacting student engagement. However, students still preferred in- person laboratory sessions for live demonstrations. The results indicated a mixed perception of teaching strategies and showed that the students favored the constructivist approach for enhancing learning experience and skill development. Challenges such as exhaustion and time management were noted. Humanistic and connectivism approaches also contributed to self-confidence and communication skills development. The findings underscore the importance of adaptable teaching strategies in addressing the challenges of online and blended learning modalities.

First Advisor

Reeva Ann L. Sumulong, RPh, LPT, MS

Second Advisor

Darwin Japheth L. Eusebio, RPh

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