Authors :
Analen E. Macawile; Klodine C. Nogar; Mia Belle C. Ogacho;l Laurence Kaye A. Ogsila; Lucy Marie A. Tapaoan; Dominic Tomilloso; Jacob D. Villas
Volume/Issue :
Volume 7 - 2022, Issue 6 - June
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3aUwr1p
DOI :
https://doi.org/10.5281/zenodo.6865104
Abstract :
Working while studying is a common
experience for many college students worldwide. Despite
the threat of the pandemic and the challenges in the
blended learning modalities, working students continue to
juggle their work and academic obligations. Numerous
studies have been conducted that explored the
experiences of working students, but these were
conducted in the pre-pandemic setting and they do not
tackle the relevant experiences of working students in the
new normal, specifically the challenges they face in
blended learning. To explore the experiences of working
students and their challenges in blended learning, the
researchers utilized a transcendental phenomenological
research design and interviewed three working students
from the Bachelor in Secondary Education (BSED) –
Social Studies program of Leyte Normal University who
were selected after a demographic survey. The study
revealed that their primary reason to work was because
of financial necessity. They also gained relevant skills
while working. However, they considered their work as a
hindrance to their personal responsibilities and expressed
concerns over their health and well-being. The
participants also stated that blended learning is both
beneficial and challenging. The challenges they faced in
blended learning are (1) conflict in schedule, (2) heavy
academic workload, (3) non-attendance in synchronous
classes and (4) the lack of technological resources. To
address these challenges, they utilized various coping
mechanisms such as resorting to support systems,
approaching their teachers, and development of time
management skills.
Keywords :
Challenges, blended learning, narratives, working students.
Working while studying is a common
experience for many college students worldwide. Despite
the threat of the pandemic and the challenges in the
blended learning modalities, working students continue to
juggle their work and academic obligations. Numerous
studies have been conducted that explored the
experiences of working students, but these were
conducted in the pre-pandemic setting and they do not
tackle the relevant experiences of working students in the
new normal, specifically the challenges they face in
blended learning. To explore the experiences of working
students and their challenges in blended learning, the
researchers utilized a transcendental phenomenological
research design and interviewed three working students
from the Bachelor in Secondary Education (BSED) –
Social Studies program of Leyte Normal University who
were selected after a demographic survey. The study
revealed that their primary reason to work was because
of financial necessity. They also gained relevant skills
while working. However, they considered their work as a
hindrance to their personal responsibilities and expressed
concerns over their health and well-being. The
participants also stated that blended learning is both
beneficial and challenging. The challenges they faced in
blended learning are (1) conflict in schedule, (2) heavy
academic workload, (3) non-attendance in synchronous
classes and (4) the lack of technological resources. To
address these challenges, they utilized various coping
mechanisms such as resorting to support systems,
approaching their teachers, and development of time
management skills.
Keywords :
Challenges, blended learning, narratives, working students.
