Abstract
This study aimed to determine the learning experiences and challenges of a Bachelor of Secondary Education and a Bachelor of Elementary Education in blended learning. This study is intended to identify the learning experiences and challenges of college students towards blended learning. The descriptive-correlational design was used in this study. The study was conducted at Notre Dame of Midsayap College with one hundred thirty-one (131) BSED and BEED students who were enrolled in blended learning in their second and third years. A researcher-made survey questionnaire was used for data gathering. Frequency and percentage distribution, weighted mean and standard deviation, t-test, and Pearson-R correlation bivariate were used in treating the data. The study found that the highest learning experiences encountered by the students in blended learning are that they experienced learning on their own and couldn’t utilize the technological apps (Schoology, ClassIn, etc.) and other errands; being pressured to do all their tasks on time and going anywhere to find a stable internet connection; and facing interruptions when learning at home due to a noisy environment, household chores, and heavy workloads. The study also revealed that there was a significant relationship between the learning experiences and challenges of college students in the blended learning modality.
