Challenges in the Implementation of Blended Learning and District Elementary  Schools’ Performance

Apple Kris A. Longos; Erlinda A. Quirap

Challenges in the Implementation of Blended Learning and District Elementary Schools’ Performance

Author(s)	Ms. Apple Kris A. Longos, Dr. Erlinda A. Quirap
Country	Philippines
Abstract	Blended learning continues to shape teaching and learning practices in today’s evolving educational landscape. This study was conducted to determine the challenges in the implementation of blended learning and district elementary schools’ performance during School Year 2024–2025. Specifically, it aimed to find out the respondents’ level of challenges in the implementation of blended learning, examine the level of school performance, and determine whether there was a significant relationship between the challenges in the implementation of blended learning and district elementary schools’ performance. The respondents of the study were the 200 Grade 5 and Grade 6 teachers of the 25 public elementary schools in Talakag Districts II and III. Universal sampling was employed to include all eligible teacher respondents. The data were gathered using a validated questionnaire adapted and modified from Trust and Whalen (2020) and from the schools’ official records. A descriptive-correlational research design was utilized. Frequency and percentage, mean and standard deviation, and Pearson’s product-moment correlation coefficient (r) were used to analyze the level of challenges in the implementation of blended learning, the district elementary schools’ performance, and to determine the significant relationship between the variables. The results showed that the teachers were challenged in implementing blended learning, with technical issues emerging as the most challenging indicator and pedagogical shift as the least challenging. In terms of school performance, the participation rate (86.47%) and dropout rate (2.92%) were Satisfactory, the cohort survival rate (80.13%) was Fairly Satisfactory, and the retention rate (95.76%) was Outstanding. Pearson’s r revealed that only the digital divide was significantly related to school performance, specifically to the participation rate (r = −.45, p = .02); hence, the null hypothesis was rejected only for this relationship. It can be concluded that while teachers were challenged in implementing blended learning, these challenges were generally not significantly related to school performance, except for the digital divide. It is recommended that teachers’ skills be strengthened through continuous training on blended teaching strategies and instructional technology, along with the sharing of effective practices through Learning Action Cell (LAC) sessions, peer mentoring, and collaborative lesson planning, to help improve the implementation of blended learning. Further studies in other settings using the same variables are also recommended to validate and strengthen the findings of the study.
Keywords	challenges, blended learning, school performance
Field	Sociology > Education
Published In	Volume 17, Issue 4, October-December 2026
Published On	2026-10-17

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Challenges in the Implementation of Blended Learning and District Elementary Schools’ Performance

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