Knowledge, Attitudes, and Practices of Pre-service Science Teachers Towards Blended Learning Modalities in Selected State Colleges in Mindanao, Philippines

The COVID-19 pandemic has significantly disrupted human life and created educational innovation opportunities. One of the educational innovations is the implementation of blended learning modalities to ensure continuity of education. This study aimed to assess pre-service science teachers' knowledge, attitudes, and practices toward blended learning modalities in two selected state colleges in Mindanao. A modified and adapted questionnaire was administered to a sample of 138 participants. Most of the participants were within the age bracket of 18–24 (91%), predominantly female (72%), with a medium level of technological capacity (65%), and primarily preferred a mixed-method approach (59%) to blended learning. Quantitative results revealed that most participants were knowledgeable (X=4.12, SD=0.57), had a positive attitude (X=3.54, SD=0.68), and practiced (X=3.62, SD=0.58) blended learning modalities. At a p<0.05 level of significance, only the learning modality (p<0.02) showed a significant difference in the participants' attitudes, while technological capacity (p<0.05) showed a significant difference in their practices. Qualitative analysis revealed ten (10) essential themes from participants' experiences and insights regarding blended learning modalities (BLM): (1) Unstable internet connectivity in online classes; (2) Technology-related difficulties in online learning; (3) Time-management as a factor in blended learning; (4) Blended learning promotes independent learning; (5) Blended learning as the most effective modality; (6) Continuity of BLM in post-pandemic education; (7) Adequate learning resources in BLM; (8) Provision of clear instructions in BLM; (9) Teaching-learning strategies utilized are doable; and (10) Learning materials available online for further learning. Further qualitative research is recommended to explore the relevant constructs of this study in greater depth. The findings may serve as a baseline for curriculum assessment in higher education programs. Implementing blended learning may be a sustainable approach to delivering quality education in the ‘new normal.’