The Mathematics Academic Divide: Extreme Student Performers in Blended Learning
DOI:
https://doi.org/10.48017/dj.v11iSpecial_1.3822Keywords:
Shapes (experiences and challenges) , Shades (strategies) of Alternating Blended LearningAbstract
The COVID-19 pandemic accelerated the integration of blended learning modalities in higher education, transforming traditional pedagogical landscapes (p. 1). This qualitative phenomenological study explored the lived experiences ("shapes"), challenges, and coping strategies ("shades") of extreme student performers—both high- and low-achieving students—in tertiary mathematics classes at the University of Eastern Philippines during the implementation of an alternating blended learning framework (one week online, one week face-to-face) (pp. 1-2, 4). Guided by social constructivist and personalized learning theories, qualitative data were collected via semi-structured interviews during the second semester of the Academic Year 2022–2023 and analyzed using Colaizzi’s method (pp. 1, 4). Five major themes emerged from the thematic analysis: (1) Internet Connectivity and Technological Difficulties; (2) Financial Difficulties and Budget Management; (3) Health, Motivation, and Emotional Struggles; (4) Teaching Strategies and Learning Resources; and (5) Coping Mechanisms and Time Management (p. 1). The comparative analysis revealed that while both cohorts experienced severe infrastructural and economic constraints, high-performing students displayed significantly greater resilience, self-regulation, and adaptive study configurations (pp. 1, 11, 16). Conversely, low-performing students were disproportionately overwhelmed by the digital divide, leading to late submissions and fragmented concept comprehension (pp. 1, 8, 13). These insights offer critical directions for policy formulation, digital infrastructure upgrades, and inclusive instructional design in regional mathematics education (p. 1).
Metrics
References
CHED Memorandum Order No. 06, series of 2022. Addendum to the Guidelines on the Implementation of Flexible Learning in Higher Education. Commission on Higher Education, Republic of the Philippines (p. 2).
Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications (p. 4).
De Villa, J. A., & Manalo, F. K. (2020). Secondary school teachers' online learning experiences during the COVID-19 pandemic in the Philippines. Batangas State University Research Journal, 9(1), 1-12 (p. 3).
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: Aaker’s and Colaizzi’s alternative approaches. Medical Teacher, 42(8), 846-854 (pp. 4, 6).
Republic Act No. 7722. (1994). The Higher Education Act of 1994. Congress of the Philippines (p. 2).
Villar, R. C., et al. (2022). Purposeful sampling strategies in regional phenomenological education researches. Philippine Qualitative Review, 14(2), 102-115 (p. 5).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Julita Alburan
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
