2026 IJRSE – Volume 15 Issue 8
Available Online: 24 March 2026
Author/s:
Co, Stephen Jay
Far Eastern University – FEU High School, Manila, Philippines (sjco@feu.edu.ph)
Abstract:
This qualitative study investigated secondary school students’ perceptions and experiences of modified blended learning during crisis conditions requiring face-to-face class suspensions in the Philippines. During a crisis period characterized by extreme heat index, transportation strikes, and flooding, a private school shifted from an 80% face-to-face, 20% online model to a 30% face-to-face, 70% online format. A total of 242 students participated in a survey with open-ended questions exploring their experiences with the modified format. Descriptive analysis revealed that 61.2% expressed positive satisfaction, while 30.6% reported moderate satisfaction and 8.3% poor satisfaction. Thematic analysis identified five major themes: (1) The Convenience-Learning Effectiveness Paradox, (2) Infrastructure as Educational Barrier, (3) Crisis-Driven Adaptation Acceptance, (4) Social Learning Disconnection, and (5) Individual Learning Diversity and Adaptability. Findings revealed that students simultaneously appreciated practical benefits while experiencing significant learning challenges, demonstrating complex negotiations between educational convenience and effectiveness during crisis-responsive adaptations. The study provides insights for developing resilient educational systems that maintain learning continuity while addressing student needs during emergency conditions.
Keywords: online learning, hybrid learning, crisis-responsive education, high school, educational adaptation
DOI: https://doi.org/10.5861/ijrse.2026.26096
Cite this article:
Co, S. J. (2026). Shifting to crisis-responsive blended learning: Secondary school students’ experiences during environmental and social disruptions. International Journal of Research Studies in Education, 15(8), 39-49. https://doi.org/10.5861/ijrse.2026.26096