Learning Physics in Blended Modalities: A Descriptive Qualitative Exploration of STEM Senior High School Students’ Perceived Meanings

AUTHOR(S)

FRECHIEL C. CALAGUIO ROGAR R. GARCIA, EdD

ABSTRACT

—— Meanings of learning Physics is unclear. I explored the sources of the meanings in learning Physics amid blended learning. I employed descriptive qualitative research design, purposive sampling, focus group discussions, and thematic analysis. My conversations with participants laid that the meanings of learning Physics are shaped by fragmented learning, emotional and social responses, cognitive complexity, hands-on experimentation, and emerging real-life understanding. Physics teachers, administrators, and policymakers may strengthen instructional coherence, enhance emotional and collaborative support, promote experiential and inquiry-based strategies, and sustain institutional and policy support for more integrated and contextually meaningful instruction. My journey does not end with this research. My study opened possibilities for multiple regression analysis, Structural Equation Modeling (SEM), and quasiexperimental designs to examine the meanings of learning Physics in blended modalities from a confirmatory viewpoint. Keywords: learning physics in blended modalities, descriptive qualitative exploration, STEM senior high school students, perceived meanings