Impact of Blended Learning on Teachers’ Classroom Management at Young Achievers School of Caloocan Incorporated

Abstract

This study aims to determine the impact of blended learning on teachers’ classroom management at Young Achievers’ School of Caloocan, Incorporated. This school was implementing flexible learning by only having online class and face-to-face classes every Friday. The study examined teachers’ perceptions of the effects of blended learning on teaching and classroom management. The findings revealed that out of 25 respondents of teachers of Senior High School Department, revealed that blended learning generally helps to improve students’ academic performance and enables teachers to address their struggles and observations over the behavior, performance, participation, and engagement at flexible learning approach. It also, assists some teachers in preparing lessons more efficient by the help of digital tools and online resources. However, the findings also showed that blended learning presents more several challenges by the observations of teachers among their learners, stated that some students are having limited internet access, lack of learning devices, financial problems, classroom management struggles, less student participation and engagement, increased stress among teachers, and struggles to giving direct control to the learners. Overall, the results indicate that while blended learning provides valuable educational opportunities, its effectiveness depends on resources, teachers’ preparedness, and a positive classroom management.