Special Luminary Issue
2023 IJRSE – Volume 12 Issue 4
Available Online: 31 May 2023
Belen, Rheciel B.*
National University, Philippines (Rheciel.email@example.com)
Carlos L. Albert High School, Philippines
Astorga, Eriberto R., Jr.
De La Salle University, Eulogio Amang Rodriguez Institute of Science and Technology, Philippines
National University, Philippines
The outbreak of the COVID-19 in the country caused a challenging academic year to the academic sector, which leads to the Department of Education to develop an innovative method to deliver quality Education to students amidst facing the difficult situation began during pandemic. The so-called Learning Continuity program of the Education sector includes the New Normal Educational system such as, Remote Learning, Online Learning and Blended Learning. Blended Learning the most used among the three new ways of learning, is using the modern technology thru online learning, in this innovative method, as the main method suitable to the needs of public schools during the pandemic was carried out to make the learning process possible for students. But despite this, the students experienced different challenges in this method. In this study, it emerged from the result that one of the main problems of students is the lack of knowledge of technology, follows the financial or financial needs and their learning environment. However, it is also discussed that having the purpose to finish their studies and studying hard are two of the most common strategies they used to solve their problems. The study also discussed the implications of the results of the study and the appropriate intervention to address the challenges they experienced.
Keywords: blended learning, COVID-19, online learning, intervention, strategies
Cite this article:
Belen, R. B., & Astorga, E. R., Jr. (2023). Mga hamon at estratehiya ng mga mag-aaral sa online na pagkatuto sa asignaturang Filipino: Batayan sa programang interbensyon. International Journal of Research Studies in Education, 12(4), 103-117. https://doi.org/10.5861/ijrse.2023.2010
* Corresponding Author