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Abstract
This study aimed to determine the teaching-learning challenges and instructional effectiveness encountered in public elementary schools with the use of blended modality. This employed the descriptive survey of quantitative method as participated by 15 public elementary schools with 148 elementary teachers who were selected using purposive sampling procedures. Survey type questionnaires were developed and validated to gather data with properly established communications with DepEd officials and personnel. Weighted Average Mean (WAM) and Pearson R Correlation.Findings showed that teachers encountered difficulty in anchoring on the learner’s assistive technology and learning support needs to the lesson (mean=4.18) and conflict in using a particular learning environment, employing interactive activities and monitoring issue on students’ progress with respective mean of 4.06 interpreted as agree. Also, creating positive relationship, setting goals for learners’ growth, selecting instructional materials, allowing learners’ work independently, and promoting transfer of knowledge were the most manifested teaching experiences of the teachers. Moreover, blended modality was found effective in teaching outcomes (mean=4.02), engagement (mean=3.96), and competencies (mean=3.88). Furthermore, null hypothesis was rejected at 0.05 level of significance showing that there is a significant relationship between instructional effectiveness of blended modality and respondents’ perception on challenges to blended modality and learning experiences. Likewise, upskilling of teachers in the conduct of blended learning while strengthening its implementation with strong connection and collaboration with the parents are recommended.
