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The Challenges of Science Teachers Adapting Hyflex modality: A Phenomenological Study

Carlo J. Cinco1, Mariel M. Batis2, Jleonil B. Alvarez3 and Edward A. Alonzo4,,,
sircarlocinco@gmail.com1, marielbatis.ccc@gmail.com2, jleonilalvarez019.dhla@gmail.com3,
Dee Hwa Liong Academy1,3, Malanday National High School2,
Marikina Polytechnic College, Philippines1-4



The Covid-19 pandemic greatly affected and changed the teaching and learning process in the education sectors. Higher education and basic education limit in-person classes to avoid the spread of the virus. In response to this, the Department of Education (DepEd) established different distance learning modalities to assure continuity of learning in response to the COVID-19 pandemic in the Philippines. In the study’s locale, in-person classes were discontinued and for the last 2 years, online learning was implemented. For the School year 2022-2023, the school administration piloted a new learning modality, which is the Hyflex mode of learning. In this modality, students can attend and participate in class sessions either in a regular classroom or online. The study’s objective is to provide pertinent data for a better comprehension of the many difficulties that science teachers face while implementing the Hyflex modality. The study utilized a phenomenological design with in-depth interviews and survey questionnaires as data-gathering techniques. There were 4 essential themes generated based on the experience of science teachers. As a result, this study suggests revisiting the procedures in adapting the Hyflex modality, including the proper training for the teachers in troubleshooting problems with regards to the use of the devices that are prerequisites on the said modality.

Keywords: Challenges, ECQ, Hyflex, in-person class, phenomenology

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