Abstract
The study aimed to determine college students' perceived learning experiences, challenges, and coping strategies in the blended learning modality. A descriptive research design was used in this study. The investigation was conducted in Notre Dame of Midsayap College to one hundred (100) college students enrolled in blended learning modality for the academic year 2022-2023. A researcher-made questionnaire was used to gather data. Frequency and percentage distribution, mean and standard deviation, t-test and ANOVA, and Pearson-r correlation were used in treating data. With unprecedented events and rapid development, higher education institutions focus on providing and improving blended learning services practically. The study found that the experiences encountered by college students in blended learning had low active participation in online and onsite activities. The respondents needed help to handle various tasks and activities. However, respondents have different coping strategies to manage with difficulties, such as having time for relaxation and breaks during blended learning. The study also revealed a significant difference in the overall learning experiences of the respondents in terms of sex, age, and course. Hence, respondents shared the same experiences and struggles during the blended modality.
