Status and Personal Study Habits of Students in Science During Blended Learning

Marife Albos Lamar; Ma. Jasmin Pulvida; Sandara Bautista; Katrina Navarez; Jessalyn Tanda; Archie Perpetua

Status and Personal Study Habits of Students in Science During Blended Learning

Author(s)	Ms. Marife Albos Lamar, Ms. Ma. Jasmin Pulvida, Ms. Sandara Bautista, Ms. Katrina Navarez, Ms. Jessalyn Tanda, Mr. Archie Perpetua
Country	Philippines
Abstract	Blended learning has emerged as a key instructional approach in the post-pandemic educational landscape, yet its effects on students’ study habits and engagement in science remain underexplored at the secondary level. This study investigated the technological access, learning environment, study habits, and class participation of Grade 10 students from different public schools during blended learning. A structured survey and Likert scale were used, with data analyzed through descriptive statistics and Pearson correlation. Results revealed that students generally had sufficient technological resources, with smartphones and essential learning software being the most accessible tools. However, access to devices such as tablets and laptops was limited. Students also agreed that their home environments were somewhat conducive to learning, though distractions remained a challenge. Study habits were rated positively, particularly in terms of assignment completion and adherence to class schedules. Class participation was the strongest among the measured variables, with students showing active collaboration in group activities, although a lack of confidence in asking questions was noted. Correlation analysis showed that while some relationships between variables such as technological access, learning environment, and study habits with class participation were moderate to weak, none were statistically significant. These findings suggest that while students are adapting to the blended learning environment, additional support is needed to address gaps in device access, study strategy development, and classroom engagement. This study provides valuable insight for educators and policymakers seeking to enhance the effectiveness of blended science education at the secondary level.
Keywords	blended learning, technological access, learning environment, study habits, class participation, science education
Field	Sociology > Education
Published In	Volume 7, Issue 3, May-June 2025
Published On	2025-06-23

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Status and Personal Study Habits of Students in Science During Blended Learning

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